1. Ainley, M., Corrigan, M., & Richardson, N. (2005). Students, tasks and emotions: Identifying the contribution of emotions to students’ reading of popular culture and popular science texts. Learning and Instruction, 15(5), 433–447.
2. Alexander, P. A., & Grossnickle, E. M. (2016). Positioning interest and curiosity within a model of academic development. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (pp. 188–208). New York, NY: Routledge.
3. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
4. Archer, L., Dawson, E., DeWitt, J., Godec, S., King, H., Mau, A., Nomikou, E., & Seakins, A. (2017). Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London secondary science classrooms. Science Education, 101(5), 741–764.
5. Arnone, M., & Small, R. (2011). Arousing and sustaining curiosity: Lessons from the ARCS model. Proceedings of the Annual National Conference of the Association of Educational Communications and Technology (AECT), Anaheim, CA, 1995. Available at SSRN:
https://ssrn.com/abstract=1782259