Chapter 3: Interest Development and Self-Regulation of Motivation by David McLoughlin
Abstract
In this chapter, the author investigates the importance of interest as an essential component of both self-regulation and motivation which are both critical in the development of learner autonomy, especially outside the classroom. The author shows how interest not only initiates motivation but can also sustain it in the long term. The role of interest as a source and a driver of motivation has not always been emphasized enough, but its significance has been increasingly recognized in research over the last couple of decades (Hidi & Ainley, 2009; Hidi & Renninger, 2006; Sansone, 2009; Sansone & Thoman, 2005, 2006). Because interest is now seen as crucial in enabling learners to maintain their motivation over time, it has a particular relevance to individuals in self-directed or ‘beyond the classroom’ learning contexts. In such contexts, learners have to regulate their own motivation to a great extent. They can do this by setting goals and monitoring their progress in attaining those goals. They can also maintain their motivation by finding what interests them and by developing that interest. Some studies have shown how autonomous learners use interest as well as goals to regulate and sustain their motivation (McLoughlin & Mynard, 2015, 2018; Mynard & McLoughlin, 2016). This chapter examines how a focus on interest helps learners become more effective at regulating their motivation, as well as how interest development can play an important part in creating more autonomous learners.
About the Contributor
David McLoughlin is an Associate Professor in the School of Global Japanese Studies at Meiji University in Tokyo, Japan. His main area of research is motivation in second language learning, looking in particular at the role of interest in supporting and sustaining self-regulated motivation and learning. Other research areas include the role of affect in language learning and its importance for self-regulated learning; attribution theory and language learning motivation; and language learner autonomy.
Citation
McLoughlin, D. (2020). Interest development and self-regulation of motivation In J. Mynard, M. Tamala, & W. Peeters (Eds.), Supporting learners and educators in developing language learner autonomy (pp. 63-76). Candlin & Mynard. https://doi.org/10.47908/8/3
In this chapter, the author investigates the importance of interest as an essential component of both self-regulation and motivation which are both critical in the development of learner autonomy, especially outside the classroom. The author shows how interest not only initiates motivation but can also sustain it in the long term. The role of interest as a source and a driver of motivation has not always been emphasized enough, but its significance has been increasingly recognized in research over the last couple of decades (Hidi & Ainley, 2009; Hidi & Renninger, 2006; Sansone, 2009; Sansone & Thoman, 2005, 2006). Because interest is now seen as crucial in enabling learners to maintain their motivation over time, it has a particular relevance to individuals in self-directed or ‘beyond the classroom’ learning contexts. In such contexts, learners have to regulate their own motivation to a great extent. They can do this by setting goals and monitoring their progress in attaining those goals. They can also maintain their motivation by finding what interests them and by developing that interest. Some studies have shown how autonomous learners use interest as well as goals to regulate and sustain their motivation (McLoughlin & Mynard, 2015, 2018; Mynard & McLoughlin, 2016). This chapter examines how a focus on interest helps learners become more effective at regulating their motivation, as well as how interest development can play an important part in creating more autonomous learners.
About the Contributor
David McLoughlin is an Associate Professor in the School of Global Japanese Studies at Meiji University in Tokyo, Japan. His main area of research is motivation in second language learning, looking in particular at the role of interest in supporting and sustaining self-regulated motivation and learning. Other research areas include the role of affect in language learning and its importance for self-regulated learning; attribution theory and language learning motivation; and language learner autonomy.
Citation
McLoughlin, D. (2020). Interest development and self-regulation of motivation In J. Mynard, M. Tamala, & W. Peeters (Eds.), Supporting learners and educators in developing language learner autonomy (pp. 63-76). Candlin & Mynard. https://doi.org/10.47908/8/3

Information About the Book
Title: Supporting Learners and Educators in Developing Language Learner Autonomy
Editors: Jo Mynard, Michelle Tamala, and Ward Peeters
Publication date: May 2020
Read more...
Title: Supporting Learners and Educators in Developing Language Learner Autonomy
Editors: Jo Mynard, Michelle Tamala, and Ward Peeters
Publication date: May 2020
Read more...