Course Identification

This course provides an introduction to the various expressions of affect in education: interest, motivation, continuing motivation, self-efficacy, engagement and attitudes. Students learn about each of these constructs and the different theoretical frameworks that have been developed to describe, measure, and explain them. In addition they will be introduced to different studies that have been done (some of them at Weizmann) that have enhanced our understanding of these constructs and the role they play in students' learning of science.

Upon successful completion of the course the students will be able to:

1. Describe the different theories related to motivation, self-efficacy, interest, engagement and attitudes
2. Explain which theory is appropriate in which situations.
3. Identify the similarities and differences between the various constructs
4. Demonstrate how the various constructs are connected to one another.

• Dierks, P. O., Höffler, T. N., Blankenburg, J. S., Peters, H., & Parchmann, I. (2016). Interest in science: A RIASEC-based analysis of students’ interests. International Journal of Science Education, 38(2), 238-258.
• Renninger, K. A., & Hidi, S. (2011). Revisiting the Conceptualization, Measurement, and Generation of Interest. Educational Psychologist, 46(3), 168-184.
• Renninger, K. A., & Bachrach, J. E. (2015). Studying Triggers for Interest and Engagement Using Observational Methods. Educational Psychologist, 50(1), 58-69.
• Azevedo, F. S. (2011). Lines of practice: A practice-centered theory of interest relationships. Cognition and Instruction, 29(2), 147-184.
• Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669-685.
• Dohn, N. B. (2010). Situational interest of high school students who visit an aquarium. Science Education, 95(2), 337-357.
• Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.