Abstract
Interest has a central role in the positive affective experiences that support students' achievements. This chapter explores this proposition, focusing on attention in developing and executing a methodology that examines the students' on-task reactivity. The characteristic of the positive directed attention of interest is related to students' decisions and choices about their engagement with academic tasks. Range of additional positive and negative affects may occur in combination with the state of interest. Affective states that are transitory, have acknowledged the important influences of mood, disposition, and situation on the character of students' affective reactions to academic tasks. These perspectives on the role of affect in education draw on and are consistent with a significant body of contemporary research and theory from education and from related areas of social and developmental psychology.
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