Cited by 786Education, Achievement, and GiftednessPsychological and Educational Research StudiesLearning Styles and Cognitive Differences

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Revisiting the Conceptualization, Measurement, and Generation of Interest

RENNINGER, K. ANN, HIDI, SUZANNE·2011·Educational Psychologist

DOI 10.1080/00461520.2011.587723

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Abstract

This article provides an overview of recent interest research, focusing on the conceptualization, measurement, and generation of interest. It includes work that reflects differing theoretical backgrounds, research traditions, domains, and participants. Research on interest needs to be theoretically grounded if it is to be generally applicable and inform practice. Investigators must consider their own research questions, including learners’ age and characteristics of the learning context, in relation to the range of conceptualizations in the field. Whereas researchers’ questions should drive research on interest, their conceptualization of interest should inform their choice of measures. In addition, research addressing the ways in which interest might be generated and/or supported to develop should be aligned with both the conceptualization and measurement(s) of interest.

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Palmer, D. A., Dixon, J., & Archer, J. (2016) · Research in Science Education · doi:10.1007/s11165-016-9526-x · Cited by 86
Context characteristics and their effects on students’ situational interest in chemistry
Habig, S., Blankenburg, J., van Vorst, H., Fechner, S., Parchmann, I., & Sumfleth, E. (2018) · International Journal of Science Education · doi:10.1080/09500693.2018.1470349 · Cited by 86
“It can be investigated with regard to its development (Hidi & Renninger, 2006) or as feature of a task or environment (for an overview see Renninger & Hidi, 2011).”
Background
A meta-analytic review of the relationships between autonomy support and positive learning outcomes
Mammadov, S., & Schroeder, K. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102235 · Cited by 128
Clarifying an Elusive Construct: a Systematic Review of Writing Attitudes
Ekholm, E., Zumbrunn, S. K., & DeBusk‐Lane, M. (2017) · Educational Psychology Review · doi:10.1007/s10648-017-9423-5 · Cited by 88
Interest: A unique affective and cognitive motivational variable that develops
(2022) · Advances in Motivation Science · doi:10.1016/bs.adms.2021.12.004 · Cited by 81
Self-citation
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Game-Based Learning of the Structure and Functioning of Body Cells in a Foreign Language: Effects on Motivation, Cognitive Load, and Performance
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Regulating interest when learning online: Potential motivation and performance trade-offs
Sansone, C., Smith, J. L., Thoman, D. B., & MacNamara, A. (2011) · The Internet and Higher Education · doi:10.1016/j.iheduc.2011.10.004 · Cited by 85
Interest and the Development of Pathways to Science
Crowley, K., Barron, B., Knutson, K. A., & Martin, C. K. (2015) · American Educational Research Association eBooks · doi:10.3102/978-0-935302-42-4_17 · Cited by 78
“There is little direct evidence of how early interests transform into science trajectories and, importantly, of what can be done to increase the chances that early interest can be connected to later systematic pursuit of science per se (Renninger & Hidi, 2011).”
Background
Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform
Lillard, A. S. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09483-3 · Cited by 75
Life science students’ attitudes, interest, and performance in introductory physics for life sciences: An exploratory study
Crouch, C. H., Wisittanawat, P., Cai, M., & Renninger, K. A. (2018) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.14.010111 · Cited by 80
Self-citation
Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experiences
Fryer, L. K., Thompson, A., Nakao, K., Howarth, M., & Gallacher, A. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101850 · Cited by 71
Students' motivation toward laboratory work in physiology teaching
Dohn, N. B., Fago, A., Overgaard, J., Madsen, P. T., & Malte, H. (2016) · AJP Advances in Physiology Education · doi:10.1152/advan.00029.2016 · Cited by 73
“Here, interest is interpreted as a relatively stable tendency to occupy oneself with an object of interest (15, 32).”
Background
What triggers students’ interest during higher education lectures? personal and situational variables associated with situational interest
Quinlan, K. M. (2019) · Studies in Higher Education · doi:10.1080/03075079.2019.1665325 · Cited by 72
Interacting with Three-Dimensional Molecular Structures Using an Augmented Reality Mobile App
Aw, J. K., Boellaard, K. C., Tan, T. K., Yap, J., Loh, Y. P., Colasson, B., Blanc, É., Lam, Y., & Fung, F. M. (2020) · Journal of Chemical Education · doi:10.1021/acs.jchemed.0c00387 · Cited by 72
Exploring the effects of seductive details with the 4-phase model of interest
Wang, Z., & Adesope, O. (2016) · Learning and Motivation · doi:10.1016/j.lmot.2016.06.003 · Cited by 79
Makerspace in STEM for girls: a physical space to develop twenty-first-century skills
Sheffield, R. S., Koul, R. B., Blackley, S. E., & Maynard, N. E. (2017) · Educational Media International · doi:10.1080/09523987.2017.1362812 · Cited by 71
“This is supported by the motivation and affects literature (Ainley, Hidi, & Berndorff, 2002; Duckworth, 2006; Engle & Conant, 2002; Krapp & Prenzel, 2011; Renninger & Hidi, 2011) on the role of affective dynamics in generating student interest and engagement.”
Result
Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
Li, Y., & Singh, C. (2021) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.17.010143 · Cited by 74
Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science
Jocz, J., Zhai, J., & Tan, A.-L. (2014) · International Journal of Science Education · doi:10.1080/09500693.2014.908327 · Cited by 81
“This is not surprising as the gender gap tends to become more pronounced during middle and high school (Lyons, 2006; Renninger & Hidi, 2011) and the students in this study were in grade 4.”
Background
Understanding youth STEM interest pathways within a single community: theSynergiesproject
Falk, J. H., Staus, N. L., Dierking, L. D., Penuel, W. R., Wyld, J. N., & Bailey, D. (2015) · International Journal of Science Education Part B · doi:10.1080/21548455.2015.1093670 · Cited by 72
“…Archer et al., 2010; Krapp & Prenzel, 2011; Tai, Liu, Maltese, & Fan, 2006) that early situational interest in STEM does not progress to well-developed individual interest for many youth, the factors that affect movement between phases of interest are not well understood (Renninger & Hidi, 2011).”
Background
The Interest-Driven Pursuits of 15 Year Olds: “Sparks” and Their Association With Caring Relationships and Developmental Outcomes
Ben‐Eliyahu, A., Rhodes, J. E., & Scales, P. C. (2014) · Applied Developmental Science · doi:10.1080/10888691.2014.894414 · Cited by 74
Authentic STEM research, practices of science, and interest development in an informal science education program
Habig, B., & Gupta, P. (2021) · International Journal of STEM Education · doi:10.1186/s40594-021-00314-y · Cited by 77
“…inclusive to certain races or gender types (e.g., females in the computer science field), or even an unsuccessful learning experience which lacked scaffolds and supports (e.g., participation in a badly managed robotics program) (Bell et al., 2013; Renninger et al., 2019; Renninger & Hidi, 2011).”
BackgroundInfluential
Reverse the routine: Problem solving before instruction improves conceptual knowledge in undergraduate physics
Weaver, J. P., Chastain, R. J., DeCaro, D. A., & DeCaro, M. S. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.12.003 · Cited by 76
“Many factors influence situational task interest and enjoyment (Renninger & Hidi, 2011).”
Background
Student experience of school science
Shirazi, S. (2017) · International Journal of Science Education · doi:10.1080/09500693.2017.1356943 · Cited by 68
“A review of the literature on interest generation by Renninger and Hidi (2011) finds that individuals who think they cannot pursue an occupation will not have an interest in pursuing it.”
Background
Fostering Today What is Needed Tomorrow: Investigating Students’ Interest in Science
Blankenburg, J., Höffler, T. N., & Parchmann, I. (2015) · Science Education · doi:10.1002/sce.21204 · Cited by 76
“Although there are various definitions and theories, interest is commonly defined as a multidimensional construct with both cognitive and affective facets (Gardner, 1998; Krapp & Prenzel, 2011; Renninger & Hidi, 2011).”
Background
Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics
Nuutila, K., Tuominen, H., Tapola, A., Vainikainen, M.-P., & Niemivirta, M. (2018) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.04.003 · Cited by 66
Geoscience Education Research Project: Student Benefits and Effective Design of a Course-Based Undergraduate Research Experience
Kortz, K. M., & Kraft, K. J. V. D. H. (2016) · Journal of Geoscience Education · doi:10.5408/15-11.1 · Cited by 65
“Student interest is a complex and multifaceted construct, but at its essence, it is an important driver of motivation (Hidi et al., 2004; Renninger and Hidi, 2011).”
Background
Declining interest in science in lower secondary school classes: Quasi‐experimental and longitudinal evidence on the role of teaching and teaching quality
Steidtmann, L., Kleickmann, T., & Steffensky, M. (2022) · Journal of Research in Science Teaching · doi:10.1002/tea.21794 · Cited by 98
Impact of AI-agent-supported collaborative learning on the learning outcomes of University programming courses
Wang, H., Wang, C., Chen, Z., Liu, F., Bao, C., & Xu, X. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13487-8 · Cited by 86
“Learning interest, as the learner’s persistent attention and positive emotional experience toward the learning content, is a key factor influencing the effectiveness of programming education (Renninger & Hidi, 2011).”
Instruction and Students’ Declining Interest in Science
Tröbst, S., Kleickmann, T., Lange‐Schubert, K., Rothkopf, A., & Möller, K. (2015) · American Educational Research Journal · doi:10.3102/0002831215618662 · Cited by 64
“Eventually, the repeated experience of episodes of situational interest during learning situations should allow some students to form an enduring individual interest in the respective academic field (Renninger & Hidi, 2011).”
Background
Inclusive museum audio guides: ‘guided looking’ through audio description enhances memorability of artworks for sighted audiences
Hutchinson, R. S., & Eardley, A. F. (2021) · Museum Management and Curatorship · doi:10.1080/09647775.2021.1891563 · Cited by 67
“This is consistent with the literature on the triggering of interest and its relationship with the development of engagement (Renninger and Bachrach 2015; Renninger and Hidi 2015), as well as the importance of supporting content for the development of interest (Renninger and Hidi 2011).”
Modelling the links between students' interest in a domain, the tasks they experience and their interest in a course: Isn't interest what university is all about?
Fryer, L. K., Ainley, M., & Thompson, A. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.08.011 · Cited by 62
Early childhood science interest development: Variation in interest patterns and parent–child interactions among low‐income families
Pattison, S. A., & Dierking, L. D. (2018) · Science Education · doi:10.1002/sce.21486 · Cited by 73
“…science (F. S. Azevedo, 2013; Falk, Osborne, & Dorph, 2013; Falk et al., 2016; Maltese & Tai, 2010; National Research Council, 2009; Tai, Liu, Maltese, & Fan, 2006) and a central component to successful learning (See reviews by Hidi & Renninger, 2006; Renninger & Hidi, 2011; Renninger & Su, 2012).”
BackgroundMethodInfluential

Authors: RENNINGER, K. A., & HIDI, S.
Affiliations: Swarthmore College (US)
ORCID: RENNINGER, K. ANN
Venue: Educational Psychologist
Publisher: Informa UK Limited
Published: 2011-07
Volume: 46
Issue: 3
Pages: 168-184
ISSN: 0046-1520 (ISSN-L)
1532-6985
DOI: 10.1080/00461520.2011.587723
OpenAlex: W2059669144
Cited by: 786
References: 153
Citations by year: 2026: 38 · 2025: 62 · 2024: 62 · 2023: 57 · 2022: 73 · 2021: 60 · 2020: 87 · 2019: 72 · 2018: 64 · 2017: 53 · 2016: 41 · 2015: 38 · 2014: 39 · 2013: 20 · 2012: 17
FWCI: 31.74
Type: journal article
Language: en
Open access: closed
Locations: Educational Psychologist (publishedVersion)
Works - Scholarship, Research, & Creative Expression (Swarthmore College) (submittedVersion)
Funders: Swarthmore College
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
Keywords: interest, student motivation, interest development, learning context

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Revisiting the Conceptualization, Measurement, and Generation of Interest

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