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

\