Interest development, self-related information processing, and practice

Abstract

Educators have a critical stake in supporting the development of interest-as the presence of interest benefits sustained engagement and learning. Neuroscientific research has shown that interest is distinct from, but overlapping with, self-related information processing, the personally relevant connections that a learner makes to content (e. g., mathematics). We propose that consideration of self-related information processing is critical for encouraging interest development in at least two ways. First, support for learners to make self-related connections to content may provide a basis for the triggering of their interest. Triggered interest encourages individuals to search for more information, and to persevere in understanding material that otherwise might feel meaningless. Second, for learners who already have an initial interest in the content, self-related connections can further promote the deepening of interest through sustained engagement and information search. Background regarding both interest and self-related information processing is provided, and implications for practice are suggested.Educators and psychologists have long acknowledged the power of interest (e.g., Dewey, 1913;James, 1890) and have pointed to its centrality in learning. They have recognized that what individuals attend to and understand is informed by their interest. Early on, psychologists such as Arnold (1910) and Claparède (1905) suggested that interest was a biological force that influenced learning. More recently, neuroscientists have been able to demonstrate that the power of interest is rooted in physiology. Specifically, the way in which the brain processes self-related information (the links between individuals' personal experience and content to be learned, e.g., Hidi et al., 2017Hidi et al., , 2019, how it activates reward circuitry (e.g., Gottlieb et al., 2013), and makes interest rewarding explains its beneficial outcomes, Interest describes the ways in which individuals engage with content (e.g., mathematics, guitar, writing). It is both a psychological state and a motivational variable that leads to reengagemnt in a content-related activity (Renninger & Hidi, 2016). Research has shown that interest develops through 4 phases, starting with the initial triggering of interest that draws attention to that content, such as self-relatedness (relation to the self), novelty, intensity, and so forth (Hidi & Renninger, 2006;). 1 Moreover, regardless of age, race or ethnicity, socio-economic status, or prior experience, all individuals may be supported to develop, or renew, an interest in particular content CONTACT K. Ann Renninger

Triggering STEM interest with Minecraft in a hybrid summer camp.

“…Instructional conversation (I) was the most frequently observed interest trigger for both years, with it being observed across 18% of camp activities in 2020 and 20% of camp activities in 2018. This could indicate the importance of approachable instructors as an antecedent for triggering interest (Linnenbrink-Garcia et al, 2013), a desire to learn more by actively seeking information related to oneself (Renninger & Hidi, 2021), or reflect a potential limitation of conveying content through Minecraft, where the instructor is needed to point out, explain, or clarify concepts.…”

Interest-driven creator English course for developing Chinese private college students’ listening and speaking proficiency based via blended setting

“…Theoretically, the IDC above established self-actualization needs involves the pursuit of a positive mind state, habit and talents, and the continual attempt to advance and upgrade oneself (Renninger & Hidi, 2022). It was a path understand the human intrinsic desire and relevant conduct, and personal improvement (Diwan & Vartanova, 2020;Setyosari & Cahyono, 2021).…”

Social support and continuing motivation in chemistry: the mediating roles of interest in chemistry and chemistry self-efficacy

“…Interest, as the inherent pleasure and enjoyment one gets from performing the activity, or the subjective interest the individual has in the subject, is one of the task value components and can influence motivation (Gonzalez and Paoloni, 2015). Regarding the relationship between learning interest and continuing motivation, they are always closely linked (Renninger, 1992;Krapp, 1999;Naceur and Schiefele, 2005). Continuing motivation, as defined by Maehr (1976), reflects an ongoing willingness to learn.…”