knowt logo

Hidi and Renninger: Interest

  • 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

Hidi and Renninger: Interest

  • 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

robot