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

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

RENNINGER, K. ANN, HIDI, SUZANNE·2011·Educational Psychologist
DOI 10.1080/00461520.2011.587723
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1080/00461520.2011.587723

Cites

154 of 154 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 30

  1. Ainley M., 2007, Emotion in education, 141
  2. Dunst C. J., 2006, Influence of child interests on variations in child behavior and functioning
  3. Eccles J. P., 1989, Research on motivation in education, 3, 139
  4. Ely, B. M. W., Ainley, M. and Pearce, J. Paper presented at the International Conference on Motivation. A new method for identifying dimensions of interest: MINE , Porto, Portugal
  5. Gardner P. L., 1998, Interest and learning: Proceedings of the Seeon conference on interest and gender, 41
  6. Gisbert K., 1998, Interest and learning: Proceedings of the Seeon conference on interest and gender, 387
  7. Hidi S., 2006, Educational Research Review,, 7, 323
  8. Hidi, S. In P. A. O'Keefe & I. Plante (Chairs), Developments in interest theory and research . Symposium conducted at the annual meeting of the American Educational Research Association. New Orleans, LA. Linking neuroscientific research to interest research: Theoretical and empirical considerations,
  9. Hidi S., 2008, Motivation and self-regulated learning: Theory, research, and application, 77
  10. Hidi S., 1986, Cognitive Science,, 10, 179, 10.1207/s15516709cog1002_3 · DOI
  11. Hidi S., 2001, Educational Psychology Review,, 13, 191, 10.1023/A:1016667621114 · DOI
  12. Hidi S., 1998, Interest and learning: Proceedings of the Seeon conference on interest and gender, 215
  13. Krapp A., 2002, Handbook of self-determination research, 405
  14. Krapp A., 2003, British Journal of Educational Psychology Monograph Series, 2 (Series II)
  15. Lipstein R., 2007, Motivation and writing: Research and school practice, 113
  16. Long J. R., 2005, New directions in the study of interest and engagement
  17. 2007, PISA 2006: Science competencies for tomorrow's world: Volume 1: Analysis
  18. Piaget J., 1940, Six psychological studies (pp. 3–73)
  19. Pressick-Killborn K., 2002, Research on sociocultural influences on motivation and learning: Vol. 2 (pp. 153–182)
  20. Quintanilha, A. Keynote address presented at the International Conference on Motivation. Porto, Portugal. Promoting curiosity and understanding risk ,
  21. Renninger K. A., 2000, Intrinsic motivation: Controversies and new directions (pp. 373–404)
  22. Renninger, K. A., Aragaki, W. S. N. and Ainley, M. Paper presented at the International Conference on Motivation. Porto, Portugal. Identifying the phase of student interest in mathematics for a study of classroom practices for at-risk students ,
  23. Renninger K. A., 2006, Età Evolutiva,, 84, 65
  24. Renninger K. A., Oxford handbook of motivation
  25. Sansone C., 1996, Striving and feeling: Interactions between goals and affect, 203
  26. Sansone C., 2000, Intrinsic and extrinsic motivation: The search for optimal motivation and performance, 342
  27. Schiefele H., 1983, Principles of an educational theory of interest
  28. Schiefele U., 2009, Handbook of motivation at school, 197
  29. Schiefele U., 1993, Diagnostica,, 39, 335
  30. Wigfield A., 2006, Handbook of child psychology: Vol. 3. Social, emotional, and personality development, 933

Cited by

Sorted by citations

See all 786

Related

See all

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
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review