The DOI matches its Crossref record; 154 of the 154 references it cites were found in a registry or an index.
Revisiting the Conceptualization, Measurement, and Generation of Interest
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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“In research focusing on interest and achievement emotions, for instance, a stable, so-called trait level (e.g., individual interest) is often distinguished from a shorter, taskdependent state level (e.g., situational interest) (see Hidi & Renninger, 2006;Renninger & Hidi, 2011 for interest; Pekrun, 2006 for achievement emotions).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Renninger & Hidi, 2011
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“Given the substantial literature supporting the positive relationship between situational interest and reading comprehension [2,3], this study will address whether game-based learning environments generate situational interest and, more importantly, whether the produced situational interest increases students’ reading…”
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Brunette, C. A. (2016) · doi:10.32469/10355/56213
““Once interest is maintained, repeated engagement can either be self-initiated or promoted by the environment, leading to the development of first an emerging and then well-developed individual interest (Renninger & Hidi, 2011, 170).””
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“…supports content-area learning; is sustained through interaction and experience; is associated with goals, self-regulation, achievement value, and identity; is dependent on context, tasks, and the quality of the interest experience; and influences affect and cognition (see Renninger & Hidi, 2011).”
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“While there are different theoretical models on the triggering and maintenance of interest that exist [8], we chose to utilize Hidi & Renninger’s four-phase model [9].”
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Renninger, K. A., & Hidi, S. E. (2019)
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“Three quarters of a century later, “this situation has not yet changed,” according to two leading educational psychologists (Renninger and Hidi 2011, 168), although the next chapter will show that psychologists have made some progress.”
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“Interest is generally referred to as a motivational variable that could arouse individuals to engage in learning activities (Renninger & Hidi, 2011).”
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“The conceptual framework is applied to the interest tools to determine the main dimensions and indicators that will be used to develop data collection instrument that refers to Renninger and Hidi (2011)’s instrument.”
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Metadata
- 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
- 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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