The Multidimensional Structure of Interest

Abstract

<jats:p> There is increasing attention for interest as a powerful, complex, and integrative construct, ranging in appearance from entirely momentary states of interest to longer-term interest pursuits. Developmental models have shown how these situational interests can develop into individual interests over time. As such, these models have helped to integrate more or less separate research traditions and focus the attention of the field more on the developmental dynamics. This, however, also raises subsequent questions, one being how development can be understood in terms of interest structure. The developmental models seem to suggest that development occurs roughly along the line of six dimensions, which we summarize as the dimensions of historicity, value, agency, frequency, intensity, and mastery. Using an experience sampling method that was implemented in a smartphone application, we prompted 94 adolescents aged 13 to 16 (60% female) to rate each interest they experienced during two weeks on these six dimensions. A latent profile analysis on 1247 interests showed six distinct multidimensional patterns, indicating both a homogeneous and heterogeneous structure of interest. Four homogeneous patterns were indicated by more or less equal levels on all six dimensions in varying degrees, and contained 86% of the interests. Two heterogeneous patterns were found, describing variations of interest that are interpreted and discussed. These results endorse the complexity of the construct of interest and provide suggestions for identifying different manifestations of interest. </jats:p>

A developmental extension to the multidimensional structure of interests.

“…Support of the potential multidimensionality in the structural account of interests was found by Draijer and colleagues (2019), who focused on the dimensionality of interests using experience-sampling methodology (ESM) through a smartphone application in combination with latent profile analysis (LPA). They described four profiles within which dimensions were linearly related, characterized by similar scores across the dimensions, but they also identified two additional profiles.…”

“…The interest may even disappear (temporarily) if the topic is no longer engaged with, as interests compete for limited time and attention. The characteristics or dimensions underlying interests at each phase, such as the personal value and degree of internalization, do not necessarily develop at the same pace or direction either, reflecting the heterogeneity in the relations between these dimensions over development (Draijer et al, 2019). A comprehensive account of interests and their development as a complex latent construct would thus have to account for the most important of these dimensions, as well as their nonlinear interrelatedness.…”

“…Following the theoretical framework created by Draijer and colleagues (2019), six dimensions were identified as potentially distinguishing between more situational and more individual phases of interest development. The dimensions have been used by various scholars to describe the cognitive, affective, and motivational aspects of interest development, which brought together, have been used to delineate the development of an interest in the four-phase model (Hidi & Renninger, 2006).…”

“…The regard for interests as a facilitator of academic achievement has encouraged the generation of developmental theories (e.g., Hidi & Renninger, 2006; Krapp, 2002a), hypothesizing structured phases of interests and the development of interest through these linear phases. Empirical support for how the phases are structured, what constitutes them, and how they relate to each other is however still limited (Draijer, Slot, Bakker, & Akkerman, 2019). By reporting on a longitudinal investigation into the structures of interest, this article aims to support and direct further theoretical advancements.…”

Thematic Practicum Handbook Theme 2: Student Interests and Critical Thinking Skills for Fourth Grade Elementary School Students

“…Critical thinking is a source of development for students, carried out by implementing a curriculum that is not rigid (Andayani, 2017;Nugraha et al, 2017). Meanwhile, student interest is enhanced by portfolio assessment and learning models in research (Wright et al, 2018;Draijer et al, 2020). Furthermore, the development of a picture book proved to help students in learning.…”