what has the role of interest been in what you do extracurricularly

• not a lot of effort put into joining clubs and stuff

• crocheting - not very good but still work hard

• always looking for new projects that you can successfully complete

• prioritize, spend more time, doesn’t feel like work

• how did this develop?

  • wanted to make the harry styles sweater for anielle

  • under quarantine and bored

interest:

• both a cognitive and affective motivational variable (there’s a thinking and emotional aspect)

• experienced-based

• not age-related

• always content-specific - not general

• conceptualized as the interaction between a person and specific content

• associated with increased learning, positive affect, persistence, and goals

four-phase model of interest development

• describes how interest evolves from situational to individual

• person and task variables

• learner’s wants and needs

two types of interest

• situation: what triggers interest

  • fleeting

  • happens early on in the process

  • elicited by environmental aspects

    • human activity or life themes

      • life themes: things all humans are sparked by like challenges, feedbacks, social interaction

    • features (ex: the ways tasks are organized / presented)

  • how to maintain?

  • affect is most important (this is the fuel of interest)

• individual

  • what happens next

  • moves from being a property of the situation to a property of the individual

  • relatively enduring tendency of an individual to engage in a particular activity, topic, or object

  • value and curiosity is most important

phase one: triggered situational

• properties of the person:

  • surprise

  • character identification

  • personal relevance

  • intensity

• properties of the task / activity:

  • group work / collaboration

  • puzzles (instigates curiosity)

  • computers

• learners

  • attend fleetingly

  • need support to engage

  • affect is positive or negative

  • not necessarily aware

• learners want

  • ideas respected

  • directions

• learners need

  • effort appreciated

  • concrete suggestions (people structuring and encouraging interest)

phase two: maintained situational

• properties of the person

  • meaningfulness of task

  • personal involvement

• properties of the task

  • project-based learning: especially with a long horizon, sustains interest

  • cooperative group work / social interactions and feedback

  • 1-on-1 tutoring: interested, want to persevere

phase three: emerging individual

• properties of the person

  • positive feelings

  • value

  • knowledge

  • sense of effortlessness

  • chooses to engage with the content

  • generates curiosity questions

  • defines tasks for self

  • exceeds requirements

  • is resourceful when challenges arise

• learners

  • independently re-engage

  • curiosity

  • seek answers

• learners want

  • ideas respected

  • to express their ideas

  • not to be told what to do (don’t need external interests)

• learners need

  • to feel ideas and goals are understood and efforts are appreciated

  • feedback that enables them to meet goals

phase four: well-developed individual

• properties of the person

  • positive feelings

  • relatively more value and knowledge

  • sense of effortlessness

  • anticipates subsequent steps

  • uses deep strategies

  • uses contextual and conditional knowledge when problem solving

  • engages in long-term creative and constructive endeavors

  • persists in the face of challenges

  • seeking opportunities for engagement and interest supersedes potential frustrations

• learners:

  • self-regulate / persist

  • recognize discipline

• learners want:

  • information / feedback

  • balance personal standards with discipline

• learners need

  • constructive feedback

  • feel ideas and goals are understood