Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 39, 2019 - Issue 3
662
Views
6
CrossRef citations to date
0
Altmetric
Articles

Mindfulness and situational interest

ORCID Icon, , , &
Pages 353-369 | Received 13 Oct 2017, Accepted 25 Nov 2018, Published online: 11 Jan 2019

References

  • Ainley, M. D., Hidi, S., & Berndorff, D. (2002). Interest, learning and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 1–17.
  • Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10,125–143. doi:10.1093/clipsy/bpg015
  • Baer, R. A., Smith, G. T., Lykins, E., Button, D., Krietemeyer, J., Sauer, S., … Williams, J. M. G. (2008). Construct validity of the five facet mindfulness questionnaire in meditating and nonmeditating samples. Assessment, 15, 329–342. doi:10.1177/1073191107313003
  • Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: The Kentucky inventory of mindfulness skills. Assessment, 11, 191–206. doi:10.1177/1073191104268029
  • Bergin, D.A. (1999). Influences on classroom interest. Educational Psychologist, 34, 87–98.
  • Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–241. doi:10.1093/clipsy.bph077
  • Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84,822–848. doi:10.1037/0022-3514.84.4.822
  • Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18,211–237. doi:10.1080/10478400701598298
  • Cavanagh, K., Churchard, A., O’Hanlon, P., Mundy, T., Votolato, P., Jones, F., … & Strauss, C. (2018). A randomised controlled trial of a brief online mindfulness-based intervention in a non-clinical population: Replication and extension. Mindfulness, 9, 1191–1205. doi:10.1007/s12671-017-0856-1
  • Clinton, V., & van den Broek, P. (2012). Interest, inferences, and learning from texts. Learning and Individual Differences, 22, 650–663. doi:10.1016/j.lindif.2012.07.004
  • Fallah, N. (2017). Mindfulness, coping self-efficacy and foreign language anxiety: A mediation analysis. Educational Psychology, 37, 745–756. doi:10.1080/01443410.2016.1149549
  • Flowerday, T., & Shell, D. F. (2015). Disentangling the effects of interest and choice on learning, engagement, and attitude. Learning and Individual Differences, 40, 134–140. doi:10.1016/j.lindif.2015.05.003
  • Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communications Monographs, 76, 408–420.
  • Hayes, A. F. (2013). Process. Retrieved April 2, 2013, from http://www.afhayes.com.
  • Hidi, S., & Renninger, K. A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41, 111–127. doi:10.1207/s15326985ep4102_4
  • Hidi, S., Renninger, K. A., & Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning. In D. Y. Dai, R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 89–115). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology, 10, 144–156. doi:10.1093/clipsy/bpg016
  • Köller, O., Baumert, J., & Schnabel, K. U. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal of Research in Mathematics Education, 32, 448–470.
  • Krapp, A. (1999). Interest, motivation, and learning: An educational-psychological perspective. Learning and Instruction, 14, 23–40. doi:10.1007/BF03173109
  • Krapp, A., & Fink, B. (1992). The development and function of interests during the critical transition from home to preschool. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 397–429). Hillsdale, NJ: Erlbaum.
  • Langer, E. J. (2000). Mindful learning. Current Directions in Psychological Science, 9, 220–223. doi:10.1111/1467-8721.00099
  • Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York: Guilford.
  • Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70, 647–671. doi:10.1177/0013164409355699
  • MacKinnon, D. P., Krull, J. L., & Lockwood, C. M. (2000). Equivalence of the mediation, confounding and suppression effect. Prevention Science, 1, 173–181.
  • McClelland, G. H., & Judd, C. M. (1993). Statistical difficulties of detecting interactions and moderator effects. Psychological Bulletin, 114, 376–390.
  • Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36, 717–731. doi:10.3758/BF03206553
  • Prenzel, M. (1992). The selective persistence of interest. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 71–98). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  • Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J.M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 375–407). New York: Academic.
  • Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173–195). New York: Academic.
  • Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44, 119–136. doi:10.1080/00461520902832376
  • Sauer, S., Lynch, S., Walach, H., & Kohls, N. (2011). Dialectics of mindfulness: Implications for western medicine. Philosophy, Ethics, and Humanities in Medicine, 6, 10. doi:10.1186/1747-5341-6-10
  • Schiefele, U., & Krapp, A. (1996). Topic interest and free recall of expository text. Learning and Individual Differences, 8, 141–160. doi:10.1016/S1041-6080(96)90030-8
  • Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. In K.A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 183–212). Hillsdale, NJ: Erlbaum.
  • Schraw, G., Bruning, R., & Svoboda, C. (1995). Sources of situational interest. Journal of Reading Behavior, 27, 1–17.
  • Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62, 373–386. doi:10.1002/jclp.20237
  • Shapiro, S. L., Lyons, K. E., Miller, R. C., Butler, B., Vieten, C., & Zelazo, P. D. (2015). Contemplation in the classroom: A new direction for improving childhood education. Educational Psychology Review, 27, 1–30. doi:10.1007/s10648-014-9265-3
  • Sheldon, K. M., Prentice, M., & Halusic, M. (2014). The experiential incompatibility of mindfulness and flow absorption. Social Psychological and Personality Science, 6, 276–283. doi:10.1177/1948550614555028
  • Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7, 422–445. doi:10.1037//1082-989X.7.4.422
  • Ströhle, G., Nachtigall, C., Michalak, J., & Heidenreich, T. (2010). Die Erfassung von Achtsamkeit als mehrdimensionales Konstrukt: Die deutsche Version des Kentucky Inventory of Mindfulness Skills (KIMS-D) [Measuring mindfulness as a multidimensional construct]. Zeitschrift für Klinische Psychologie und Psychotherapie, 39, 1–12. doi:10.1026/1616-3443/a000001
  • Teasdale, J. D. (1999). Emotional processing, three modes of mind and the prevention of relapse in depression. Behaviour Research and Therapy, 37,53–77. doi:10.1016/S0005-7967(99)00050-9
  • Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27,103–134. doi:10.1007/s10648-014-9258-2

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.