Interests as drivers of competence development; most of them fairly enthusiastic. In the article I make an argument for structurally engaging yourself in and learning about what interests you. The word interest, in my article, refers both to doing and learning about what you find enjoyable and doing and learning about what you find important. By focusing on what interests you your thinking is enhanced and it will be easier to persist (see more). Finally, in the article, I propose that interest focused development not only benefits individuals but also organizations.
Here, I want to focus on two questions I have received about the article. The first is: what do you do when your interest fluctuates or fades? The second is: What can you do if you do not really know what you find interesting or if you do not seem to find anything really interesting?
June 28, 2014
June 20, 2014
this). For example, Teresa Amabile and Steven Kramer found in their research that the impact of setbacks was two to three times as strong as the impact of progress (read more). The same thing seems to be happening in conversations. People appear to be (negatively) affected stronger by negative occurrences in conversations, such as being criticized and rejected, than they are (positively) affected by positive occurrences in conversations, such as being taken seriously and appreciated.
June 12, 2014
We are asking you to start improvising together. The first person will say a word, the next person will say a word that builds on the first person's word, the third person will say a word which builds on the second person's word, and so on, in such a way that you will produce well-formed sentences together. Make sure to do this rather quickly and once a sentence is completed you can start to produce a new sentence. So please, go ahead and try it out.
June 9, 2014
June 8, 2014
Patall et al. (2010) has demonstrated that giving students choice in homework has the following advantages: (1) higher intrinsic motivation to do the homework, (2) feeling more competent regarding the homework, (3) better performance, and (4) better completion of the homework.