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The dynamics of individual and situational interest and academic performance were examined in the college classroom and 7 semesters later in conjunction with achievement goals. At the beginning of an introductory psychology course, participants reported their initial interest in psychology, achievement goals, and situational interest in course lectures. At the end of the semester, participants (N ϭ 858) reported their situational interest in course lectures and psychology. In the short term, relationships emerged among initial interest, achievement goals, situational interest, and class performance. Longitudinally, situational interest during the introductory course, independent of initial interest, predicted subsequent course choices. Results are discussed in terms of S. Hidi and K.A. Renninger's ( 2006) 4-phase model of interest development and the multiple goals model (J.

Three studies were conducted to develop and validate scores on a new measure appropriate for assessing adolescents’ situational interest (SI) across various academic settings. In Study 1 ( n = 858), a self-report questionnaire was administered to undergraduates in introductory psychology. Confirmatory factor analyses (CFA) supported a three-factor model that differentiated between interest generated by (a) the presentation of course material that grabbed students’ attention (triggered-SI), (b) the extent to which the material itself was enjoyable and engaging (maintained-SI-feeling), and (c) whether the material was viewed as important and valuable (maintained-SI-value). CFA analyses in Study 2 ( n = 284) and Study 3 ( n = 246) also supported the three-factor situational interest model for middle and high school students in mathematics. Moreover, situational interest was shown to be distinct from individual interest and was a statistically significant predictor of change in individual interest across the school year.

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