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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“Teachers, peer communication, participating in extracurricular activities, or performing a task all have an important place in the development of the person in question (Renninger & Hidi, 2011).”
Background
Digitizing Product Dissection: A Case Study on Augmented Reality and Animation in Engineering Education
Kearney, K. G., Starkey, E. M., & Miller, S. R. (2022) · Journal of Mechanical Design · doi:10.1115/1.4054159 · Cited by 7
Topic- and learning-related predictors of deep-level learning strategies
Kikas, E., Šilinskas, G., & Härma, E. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00766-6 · Cited by 8
“Intrinsic value can be defined as the enjoyment a learner gains from doing a given task (Eccles & Wigfield, 2020) and is similar to intrinsic motivation and interest (Renninger & Hidi, 2011; Ryan & Deci, 2020).”
Identitätskonstruktionen von Kindern und Jugendlichen in Bezug auf Physik – Das Identitätskonstrukt als Analyseperspektive für die Physikdidaktik?
Rabe, T., & Krey, O. (2018) · Zeitschrift für Didaktik der Naturwissenschaften · doi:10.1007/s40573-018-0083-x · Cited by 7
Sharing Science Knowledge across Generations: Do Children Tell Caregivers What They Learn in School about Water Conservation?
Harmon, H., & Gauvain (2019) · Children Youth and Environments · doi:10.7721/chilyoutenvi.29.1.0020 · Cited by 7
“It may also help motivate a lifelong interest in science by showing how scientific knowledge and methods apply to many practical problems (Hall & Schaverien, 2001; Renninger & Hidi, 2011).”
Background
Rasch Model Extensions for Enhanced Formative Assessments in MOOCs
Abbakumov, D., Desmet, P., & Noortgate, W. V. D. (2020) · Applied Measurement in Education · doi:10.1080/08957347.2020.1732382 · Cited by 7
“As has been reported by many researchers, interest positively influences performance (see the extensive review by Renninger & Hidi, 2011).”
Result
Physics demonstrations, science show, or hands-on practical work? Exploring students’ intrinsic motivation
Nikitin, A., Kácovský, P., Snětinová, M., Chvál, M., Houfková, J., & Koupilová, Z. (2025) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.21.010146 · Cited by 9
Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics, and engineering
Elliott, R. L., Loh, C. G., Psenka, C. E., Lewis, J. M., Kim, K.-Y. J., Haapala, K. R., Neal, D., & Kremer, G. E. O. (2022) · Journal of Integrated Design and Process Science · doi:10.3233/jid-220006 · Cited by 9
“Researchers deﬁne interest as a predilection of individuals to re-engage, over time, across settings, with particular disciplinary content shaped by interaction with environments (Hidi & Renninger, 2006; Krapp, 2007; Renninger & Hidi, 2011).”
Comparison of Audiovisual Components of Dance in Novices and Experts’ Aesthetic Interest Perceptions
Joung, J., & Kim, J. (2023) · Empirical Studies of the Arts · doi:10.1177/02762374231152775 · Cited by 8
“According to Renninger and Hidi (2011), there are two levels of interest; one is a triggered situational interest, while the other is a well-developed individual interest.”
Background
Learner Autonomy in Online Learning: Development and Validation of a Scale
Adanır, G. A., & Gülbahar, Y. (2023) · Journal of Higher Education and Science · doi:10.5961/higheredusci.1152249 · Cited by 12
On the Interest-Promoting Effect of Outreach Science Labs: A Comparison of Students’ Interest during Experimentation at an Outreach Science Lab and at School
Kirchhoff, T., Wilde, M., & Großmann, N. (2023) · Research in Science Education · doi:10.1007/s11165-023-10140-7 · Cited by 9
“…during an individual’s interaction with an object arises from the interaction between both existing individual interest and the situational characteristics of the environment (Krapp, 2007; Renninger & Hidi, 2011) and is referred to as psychological state of interest (Renninger & Hidi, 2016).”
Influential
Low-stakes Scientist Spotlight Assignment Demonstrates High Value and Multiple Effects for Introductory Biology Students
Rivera, A. M., Chong, S., Kim, J., & Owens, M. T. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.24-02-0079 · Cited by 6
“On the other hand, high intrinsic value correlates with focused attention, deeper information processing and increased learning outcomes (Renninger and Hidi, 2011), while high attainment value correlates with cognitive engagement and intentions to continue one’s education (Eccles et al. , 1993;…”
A Framework for Designing Courses by Synergizing Project‐Based Learning With Gamification
Ishaq, M., Abid, K., Farooq, U., Ishaq, K., Satar, N. S. M., & Abid, A. (2025) · Human Behavior and Emerging Technologies · doi:10.1155/hbe2/9915839 · Cited by 14
Engaging Learners Through Rational Design of Multisensory Effects
Reese, D. D., Pawluk, D. T. V., & Taylor, C. R. (2016) · Elsevier eBooks · doi:10.1016/b978-0-12-801872-9.00006-5 · Cited by 9
Children’s and Adolescents’ Specific Interest in Science and Technology, Participation in Out-of-School Activities and Inclination to Become Scientists
Rochera, M. J., Rubio, I. M., Oller, J., & Salvador, C. C. (2019) · Journal of Science Education and Technology · doi:10.1007/s10956-019-09776-w · Cited by 6
Perceived Connection to Instructor and Instructor Passion as Predictors of Transformative Experiences in Science
Pugh, K. J., Bergstrom, C. M., Phillips, M. M., Sexton, J., Olson, C., & Riggs, E. M. (2023) · Education Sciences · doi:10.3390/educsci13050526 · Cited by 8
Towards a more individualised support of science competition participants – identification and examination of participant profiles based on cognitive and affective characteristics
Tschisgale, P., Steegh, A., Kubsch, M., Petersen, S., & Neumann, K. (2024) · International Journal of Science Education · doi:10.1080/09500693.2023.2300147 · Cited by 9
“While we acknowledge that both physics interest and physics self-e ﬃ cacy encompass a cognitive component alongside their a ﬀ ective component (e.g. Bandura, 1997; Renninger & Hidi, 2011), we refer to them as a ﬀ ective characteristics to di ﬀ erentiate them from solely cognitive characteristics.”
Work Engagement: A Descriptive Qualitative Study on the perception of teachers
Martínez, B. M. T., Fuentes, M. D. C. P., & Jurado, M. D. M. M. (2024) · Journal of Qualitative Research in Education · doi:10.14689/enad.38.1811 · Cited by 6
“Engagement can also be considered a process consisting of three interconnected stages : motivation, interest and engagement (Renninger & Bachrach, 2015; Renninger & Hidi, 2011).”
Background
Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes
Lehikoinen, H., Väisänen, P., Havu‐Nuutinen, S., Lappalainen, K., & Niemivirta, M. (2024) · Instructional Science · doi:10.1007/s11251-024-09678-4 · Cited by 6
“…findings showing both that teachers can be effective in reinforcing students’ self-concept (O’Mara et al., 2006) and interest (Kiemer et al., 2015; Renninger & Hidi, 2011; Rotgans & Schmidt, 2017), and that indirect interventions aiming to improve student-teacher interaction and pedagogical…”
Larvae phobia relevant to anxiety and disgust reflected to the enhancement of learning interest and self-confidence
Hong, J., Lu, C.-C., Hwang, M., Kuo, Y.-C., Wang, C.-C., & Chou, C.-Y. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.08.024 · Cited by 6
Analysis of the Relationships among Experiences of Nature, Interests to Organisms, and Environmental Sensibility using Structural Equation Model
김흥태, & 김재근 (2014) · BIOLOGY EDUCATION · doi:10.15717/bioedu.2014.42.1.79 · Cited by 6
Examining High School Students’ Personality Traits of Extraversion and Emotional Stability in Relation to their Academic Expectation and Value Appraisals
Smith, J., Guimond, F., Aucoin, P., Gagnon, M., Moreau, D., St‐Amand, J., Ayotte‐Beaudet, J., & Talbot, E. (2021) · Interdisciplinary Education and Psychology · doi:10.31532/interdiscipeducpsychol.2.3.006 · Cited by 8
Interest, Psychology of
Renninger, K. A., & Pozos, R. K. (2015) · Elsevier eBooks · doi:10.1016/b978-0-08-097086-8.26035-2 · Cited by 13
Self-citation
The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load and Reading Comprehension in Online Reading Tasks
Drobisz, J. (2017) · Digital Commons - University of South Florida (University of South Florida) · Cited by 6
Makerspace and robotics as/for STEM education
Jaipal-Jamani, K. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.13034-9 · Cited by 10
Do Real-World Connections Make Tasks Catch Secondary School Students’ Interest? What Preservice Teachers Expect and What Students Really Experience
Liebendörfer, M., & Wagner, K. (2024) · Implementation and Replication Studies in Mathematics Education · doi:10.1163/26670127-bja10023 · Cited by 5
The Effects of Classroom Management Efficacy on Interest Development in Guided Role-Playing Simulations for Sustainable Pre-Service Teacher Training
Ki, S., Park, S., & Ryu, J. (2025) · Sustainability · doi:10.3390/su17146257 · Cited by 7
Self-regulated STEM learning in museums—the role of learner characteristics and visit-related activities in school
Lewalter, D., Neubauer, K., & Moser, S. (2025) · International Journal of STEM Education · doi:10.1186/s40594-025-00577-9 · Cited by 5
“…stable con- tent-or object-related intrinsic quality of motivation (Krapp et al., 2014; Renninger & Hidi, 2016), situational interest is triggered by object-or situation-specific external stimuli in a current learning context (Kno-gler et al., 2015; Mitchell, 1993; Renninger & Hidi, 2011, 2016).”
‘What’s in a step if not a story?’ Cultivating Individual Interest and Engagement in Philippine Traditional Dance for Cultural Continuity: A Quasi-Experimental Study in Physical Education
Lobo, J. (2026) · Journal of Ethnic and Cultural Studies · doi:10.29333/ejecs/2791 · Cited by 6
“However, it is important to note that not all situational triggers automatically lead to sustained individual interest, particularly in shorter or less culturally embedded interventions (Renninger & Hidi, 2011).”
Do lectures matter? Exploring students’ situational interest in two learning arenas in teacher education
Høgheim, S., Jenssen, E. S., & Federici, R. A. (2022) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2022.2115131 · Cited by 7
“In addition to being a catalyst for the development of individual interests (see Renninger & Hidi, 2011), SI also refers to an immediate motivational state.”
Background
STEMulating interest with a rural place-conscious curriculum
Westbrook, E. (2022) · Theory & Practice in Rural Education · doi:10.3776/tpre.2022.v12n2p197-220 · Cited by 5
“First, interest is specific to an object or content (Renninger & Hidi, 2011).”
BackgroundMethodInfluential
The relationship between secondary school students’ situational interest and their collaborative learning interactions
Tatiana, S., Järvenoja, H., & Mänty, K. (2023) · SN Social Sciences · doi:10.1007/s43545-023-00738-z · Cited by 10
“…Sciences Situational interest and how it manifests in a learning task Interest is a psychological state inclusive of cognitive and affective components; it is typically manifested in a learning environment through student engagement with content (Hidi and Renninger 2006; Renninger and Hidi 2011).”
BackgroundMethodInfluential
Effect of Students’ Perceived Mastery Goal Orientation on Engagement in Chinese Rural Schools: Mediator Role of Grit
Huang, J., & Sang, G. (2024) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-024-00826-5 · Cited by 6
“A focus on interest could lead an individual from a context/ temporally dependent affective state of enjoyment and fun to an enduring state of re-engagement with value, cognition, and meaning (Culin et al., 2014; Fryer, 2019; Renninger & Hidi, 2011).”
When Teachers Walk the Green Talk: An Empirical Study on How Pro‐Environmental Behaviors Boost Teachers' Self‐Efficacy in Education for Sustainable Development
Xu, F., Liu, X., & Chen, J. (2025) · Sustainable Development · doi:10.1002/sd.3485 · Cited by 8
A Meta-Analytic Tutorial and a Narrative Review on Motivation Interventions in Education
Lazowski, R. A. (2015) · JMU Scholoraly Commons (James Madison University) · Cited by 5

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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