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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Background
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Background
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Boukayoua, Z., Kaddari, F., & Bennis, N. (2021) · SHS Web of Conferences · doi:10.1051/shsconf/202111905006 · Cited by 3
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“Interest has both been conceptualised as a psychological state in terms of situational interest and as a motivation to reengage in a content-related activity in terms of individual interest (Renninger & Hidi, 2011).”
Background
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“…adjust the teaching environment, activities, or strategies to trigger students’ situational interest (SI), which could then gradually develop into individual interest (II) (Palmer, Dixon, and Archer 2017; Renninger and Hidi 2011; Rotgans and Schmidt 2017; Turner, Kackar-Cam, and Trucano 2015).”
The Experiences of Teachers in Teaching Computer Music in Selected Colleges and Universities in Hubei China
Guan, X., Li, J., Zheng, Z., & Shi, J. (2024) · Journal of World Englishes and Educational Practices · doi:10.32996/jweep.2024.6.1.4 · Cited by 3
“According to Renninger and Hidi (2011), interest in the context of learning is a crucial knowledge and behavioral motivation moving component that helps to lead the attention span and promote schooling in the process of varied contexts.”
Background
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Monroe, A. J., Chandler-Campbell, I. L., Damico, K. N., Danovitch, J. H., & Mills, C. M. (2024) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2024.105949 · Cited by 3
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“On the other hand, the idea that interest in science is declining has been widely accepted (Potvin & Hasni, 2014) and was shown by numerous studies (e.g. Anderman & Maehr, 1994; Renninger & Hidi, 2011).”
From classrooms to real-world contexts: enhancing vaccine education through open schooling
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“…enhanced when they have the opportunity to work hands-on— ideally in authentic contexts that differ from the often theory-heavy school curriculum—when they recognize the topic’s relevance to their own lives or to society, and when they can have unique and novel learning experiences [e.g., (10–14)].”
Does teaching about artificial reefs trigger students’ situational interest in marine biology?
Seidelin, L., Albrechtsen, T. R. S., Schöps, K., Holmer, M., & Wahlberg, M. (2019) · Journal of Biological Education · doi:10.1080/00219266.2019.1679659 · Cited by 3
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“…individuel est caractérisé par les préférences relativement stables d’un élève au sujet d’une activité particulière, l’intérêt en situation renvoie davantage à la réaction affective d’un élève suscitée par la perception de certains stimuli dans l’environnement immédiat (Renninger & Hidi, 2011).”
Evaluación del Egreso de la Licenciatura en Actividad Física y Deportes de la UABC: Un Ejercicio Comprensivo
Moreno, J. A. J., Machado-Parra, J. P., Niebla, J. C., & Millán, E. M. A. (2019) · REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación · doi:10.15366/reice2019.17.2.007 · Cited by 3
Diseño y validación de un cuestionario de interés en el aprendizaje de las ciencias básicas
Grohmann, U. N. J. B., Castro, R. A. G., Medina, M. P. L., Asté, W. M. B., & Chávez, J. T. (2020) · Ensayos: Revista de la Facultad de Educación de Albacete · doi:10.18239/ensayos.v35i1.2251 · Cited by 3
INTEREST IN UNIVERSITY STUDIES Its role and relation to other motivational variables
Mikkonen, J. (2012) · Työväentutkimus Vuosikirja · Cited by 3
How learning environment predicts male and female students� physics motivational beliefs in introductory physics courses
Li, Y., Whitcomb, K. M., & Singh, C. (2020) · Physics Education Research Conference (PERC) · doi:10.1119/perc.2020.pr.li · Cited by 8
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Fryer, L. K., Lee, S., & Shum, A. (2020) · Oxford University Press eBooks · doi:10.1093/obo/9780199756810-0246 · Cited by 3
A Prosocial Value Intervention in Gateway STEM CoursesPreprint
Harackiewicz, J. M., Hecht, C. A., Asher, M. W., Beymer, P. N., Priniski, S. J., Lamont, L. B., Wheeler, N. S., Else-Quest, N. M., Smith, J. L., Hyde, J. S., et al. (2023) · doi:10.31234/osf.io/9agzj · Cited by 3
Latent profiles of performance and motivation on science inquiry activities: Does high performance always come with high motivation?
Ham, E., Lee, S., & Lee, Y.-K. (2025) · International Journal of Educational Research · doi:10.1016/j.ijer.2024.102531 · Cited by 2
Dinosaurs as skeletons or lifelike replicas - effects on interest in extinct animals
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Supports for young males' and females’ interest in swimming and competition
Kloetzer, H. R., & Renninger, K. A. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102132 · Cited by 2
Self-citation
From situational interest and state curiosity to personal interest: developmental pathways and underlying mechanisms
Yan, Y., Jia, Y., Li, Y., Liu, F., & Zhang, M. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1700208 · Cited by 7
“This knowledge base enables them to perceive more subtle and complex information gaps that a novice might not notice (Renninger and Hidi, 2011), creating a self-sustaining loop where interest and curiosity mutually deepen one another.”
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Renninger, K. A., Barton, L. K., Bautista, G., Garcia-Barrios, M., Ogunyinka, I., & Riley, K. (2026) · Educational Psychology Review · doi:10.1007/s10648-025-10102-7 · Cited by 7
“…has been observed as triggered, and (b) later in the development of their interest, once interest has developed, they may be so engaged in what they are doing that they are not reflectively aware of how they are engaging relative to their other pursuits, or other students (Renninger & Hidi, 2011).”
Self-citation
What Science Fairs Reveal About STEM Learning
Gao, S., Jahani, S., Long, H., & Besley, N. (2026) · Education Sciences · doi:10.3390/educsci16030482 · Cited by 2
Motivating Self-Regulation: Utility Value, Interest Development, and the Potential for Intervention
Sansone, C., Renninger, K. A., & Harackiewicz, J. M. (2026) · Educational Psychology Review · doi:10.1007/s10648-026-10142-7 · Cited by 2
Self-citation
Factors Related to Chinese Students’ Interest in Online Groupwork
Du, J., Fan, X., & Xu, J. (2015) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-015-0261-2 · Cited by 2
“So academic success is often regarded as a plausible direct result of interest (Krapp 2007; Renninger and Hidi 2011).”
Background
Fluxo e interesse desencadeados por um jogo digital educacional, no ensino de matemática
Lucchesi, I. L., & Perry, G. T. (2021) · RENOTE · doi:10.22456/1679-1916.110236 · Cited by 2
Validity and Reliability Study of the Situational Interest Scale in Turkish
Meşe, C. (2021) · International Journal of Contemporary Educational Research · doi:10.33200/ijcer.882962 · Cited by 2
Motivational Orientations in Teaching-Learning Laboratories in Chemistry
Syskowski, S., & Kunina‐Habenicht, O. (2023) · Edition Fachdidaktiken · doi:10.1007/978-3-658-40109-2_30 · Cited by 2
Developing an Interdisciplinary Curriculum for Educational Robotics: Programming, STEM, and Art
Harter, L., & Caulkett, A. (2022) · International Conference on Computational Science and Computational Intelligence (CSCI) · doi:10.1109/csci58124.2022.00357 · Cited by 2

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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