Interest-enhancing strategies predict persistence for students lower in conscientiousness but not those higher in conscientiousness¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? College students lower in conscientiousness were more likely to persist on a repetitive task if they engaged in strategies to enhance interest; use of these strategies did not predict persistence for those higher in conscientiousness. → Carol Sansone 2026 q2 i? Interest and conscientiousness interacted such that the relationship between interest and reported effort was stronger for students lower in conscientiousness, supporting the CONIC model. → Carol Sansone 2026 (2)

Evidence¶

Carol Sansone 2026¶

Carol Sansone, K. Ann Renninger, Judith M. Harackiewicz. (2026). Motivating Self-Regulation: Utility Value, Interest Development, and the Potential for Intervention. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10142-7

q2 · i? · review · r2

Narrative review attributing to Sansone et al. (1999) an experimental study finding that interest-enhancing strategies predicted persistence on a repetitive task for college students lower in conscientiousness but not for those higher in conscientiousness.

"Sansone et al. ( 1999) found in an experimental study that college students lower in conscientiousness were more likely to persist on a repetitive task if they engaged in strategies to enhance interest; use of these strategies did not predict persistence for those higher in conscientiousness"

Carol Sansone 2026 (2)¶

Carol Sansone, K. Ann Renninger, Judith M. Harackiewicz. (2026). Motivating Self-Regulation: Utility Value, Interest Development, and the Potential for Intervention. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10142-7

q2 · i? · review · r2

Narrative review reporting CONIC-model research (Bareis et al., 2024; Trautwein et al., 2015): interest and conscientiousness showed positive main effects on high school and college students' reported effort, plus the reported interaction favoring lower-conscientiousness students.

"these factors interacted such that the relationship between interest and reported effort was stronger for students lower in conscientiousness (Bareis et al., 2024; Trautwein et al., 2015)"

Discussion¶

Learner Variables¶

• Personality Traits — moderator: an instructional effect differs with it

Related Claims¶

• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• Utility-value interventions enhance perceived utility value, engagement, performance, and persistence in introductory college science courses — related
• The CONIC model proposes conscientiousness and interest can partly compensate for one another in explaining academic effort and achievement — related