The Four-Phase Model of Interest Development

Hidi, Suzanne; Renninger, K. Ann

doi:10.1207/s15326985ep4102_4

Cited by 3,114 publications

(3,522 citation statements)

References 122 publications

Supporting

146

Mentioning

3,004

Contrasting

Unclassified

144

Order By: Relevance

“…Therefore, our findings-and our broader methodological approach to examining TUTs during learning-are quite compatible with feed-forward-and-feedback models of interest and engagement: Traits, habits, interests and abilities affect momentary motivations to learn, and these then create emotional and cognitive states (including focused or distracted attention), which in turn act as mediators to affect learning, which may then alter those original traits, habits, interests, and abilities (e.g., Hidi, 1990Hidi, , 1995Hidi & Reninger, 2006;Schiefele, 1991).…”

Section: Issues Of Causalitymentioning

confidence: 96%

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Kane

Smeekens

Bastian

et al. 2017

Journal of Experimental Psychology: General

121

View full text Add to dashboard Cite

A combined experimental-correlational study with a diverse sample (N = 182) from two research sites tested a set of five a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video, and also whether longhand note-taking would help reduce mind wandering, at least for some students. Half the subjects took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that: (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the two sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning.Keywords: mind wandering, note-taking, learning, education, situational interest, media multitasking Mind Wandering, Lecture Learning, and Situational Interest 3 A Combined Experimental and Individual-Differences Investigation into Mind Wandering During a Video LectureHow can teachers and students optimize learning? Cognitive psychologists are increasingly applying laboratory findings to this educational problem. Principles from the memory literature, such as the benefits of spaced practice, testing, and metacognitive selfevaluations, have been most successfully employed and broadly disseminated (for reviews, see Benassi, Overson, & Hakala, 2014;Brown, Roediger, & McDaniel, 2014;Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). We suggest that this education-focused research should also embrace two additional domains: (a) individual differences in cognitive abilities and domain experience (e.g., interest and knowledge) and (b) the functions-and dysfunctions-of attention in learning contexts.Stable cognitive-ability differences, such as those in working memory capacity (WMC), predict many indices of academic achievement (e.g., Alloway & Alloway, 2010;Cowan et al., 2005). Educational psychology has further identified personality and experi...

show abstract

Section: Issues Of Causalitymentioning

confidence: 96%

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Kane

Smeekens

Bastian

et al. 2017

Journal of Experimental Psychology: General

121

View full text Add to dashboard Cite

show abstract

“…The interest component includes two theoretically distinct constructs that have been identified by researchers: situational interest and individual interest (Hidi & Renninger, 2006). Situational interest refers to immediate, short-term enjoyment of instructional activities, whereas individual interest refers to more enduring internally activated personal values about a topic.…”

Section: Components Of the Music Modelmentioning

confidence: 99%

“…Instructors can create situational interest by designing instruction and coursework that incorporates novelty, social interaction, games, humor, surprising information, and/or that engenders emotions (Bergin, 1999). Instructors can develop students' individual interest in a topic by providing opportunities for them to become more knowledgeable about the topic and by helping them understand its value (Hidi & Renninger, 2006).…”

Section: Components Of the Music Modelmentioning

confidence: 99%

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

109

View full text Add to dashboard Cite

We identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses. We employed a two-phase, sequential, explanatory, mixed methods research design. For the quantitative phase, 47 undergraduate students at a large public university completed a questionnaire that measured the components of the MUSIC Model of Academic Motivation (Jones, 2009): empowerment, usefulness, success, situational interest, individual interest, academic caring, and personal caring. For the qualitative phase that followed, 10 students answered questions related to the MUSIC components. We identified several instructional elements that led to motivating opportunities that affected students' motivation to engage in the courses. We discuss how these motivating opportunities can foster or hinder students' engagement and provide implications for instruction.

show abstract

“…Most authors emphasize the subject specificity of interest and self-efficacy (Caprara, Vecchione, Alessandri, Gerbino, & Barbaranelli, 2011;Hidi, 2006;Hidi & Renninger, 2006). In our study, we measured them with regard to specific contexts, and also found interest to be the strongest positive predictor of success in both subjects.…”

mentioning

confidence: 54%

“…Furthermore, interest also includes positive feelings for the subject and the perception of the learning content's importance for an individual. This is also reflected in longer learning time (Alexander, Murphy, Woods, Duhon, & Parker, 1997), in the activation of deep information processing strategies (Schiefele, 2001) and in enabling the connections with previous knowledge, which all lead to a better understanding of the learning material and higher achievement (Hidi & Renninger, 2006). The students' subject specific self-efficacy was an important positive predictor of academic achievement in both subjects.…”

mentioning

confidence: 99%

The Role of Personality and Subject-Specific Motivation in Students' Achievement in Math and Mother Tongue

Pečjak

Pirc

Peklaj

2016

Drustvena istrazivanja

View full text Add to dashboard Cite

The aim of the study was to examine and to compare the relationships of different personality traits, subject-specific motivational dimensions and students' achievement in math and mother tongue in general upper secondary education, as well as how these variables predict their achievement. A total of 397 students attending the first year of general upper secondary education in Slovenia participated in the study. Different measures were used to assess students' personality traits, subject-specific interest, self-efficacy, volitional strategies and final grades in math and mother tongue. The results of the research showed different patterns of achievement predictors in both subjects and differences in the predictive power of included variables according to subjects. The included variables predicted 18% of variance in the Slovene language and 31% of variance in math. In both subjects, achievement was significantly positively predicted by self-efficacy and interest, and significantly negatively predicted by energy and procrastination. In math, agreeableness was also found as a significant negative predictor, and in Slovene language conscientiousness and immediate action were found as positive predictors of students' achievement. Implications of the study's findings are also discussed.

show abstract

The Four-Phase Model of Interest Development

Cited by 3,114 publications

References 122 publications

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

The Role of Personality and Subject-Specific Motivation in Students' Achievement in Math and Mother Tongue

Contact Info

Product

Resources

About