Situational interest and academic achievement in the active-learning classroomJerome I. Rotgans, Henk G. Schmidt2009-12-23articleLearning and Instruction403 citationsclosedNo readable copy stored yet — this record is metadata only.Problem and Project Based LearningEducation, Achievement, and GiftednessInnovative Teaching and Learning MethodsAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 403 citations exist upstream.References1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives2000Structural equation modeling with AMOS: basic concepts, applications, and programming1985Strategies of Discourse Comprehension2004Problem-Based Learning: What and How Do Students Learn?2006The Four-Phase Model of Interest Development1991Self-Efficacy and Academic Motivation1988Achievement goals in the classroom: Students' learning strategies and motivation processes.1988Goals: An approach to motivation and achievement.Cited by2015A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect2014Situational interest and learning: Thirst for knowledge2012Students’ Interest and Engagement in Classroom Activities2024The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis2015Problem-based learning as a facilitator of conceptual change2015How situational is situational interest? Investigating the longitudinal structure of situational interest2010The role of teachers in facilitating situational interest in an active-learning classroom2012Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments