Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2025-01-01T15:20:29.495Z Has data issue: false hasContentIssue false

11 - Interest Development and Learning

from Part III - Interest and Internal Motivation

Published online by Cambridge University Press:  15 February 2019

K. Ann Renninger  and
Suzanne E. Hidi
By
K. Ann Renninger  and
Suzanne E. Hidi
K. Ann Renninger
Affiliation:
Swarthmore College, Pennsylvania
Suzanne E. Hidi
Affiliation:
University of Toronto
Get access

Summary

Developing interest is a powerful support for deeper learning. The presence of even some interest beneficially affects individuals’ attention and memory, as well as their motivation and meaningful engagement. In this chapter, we expand on previous descriptions of the relation between interest and its development as conceptualized in the Four-Phase Model of Interest Development (Hidi & Renninger, 2006; Renninger & Hidi, 2016). We explain that interest has a physiological basis, and therefore is universal – meaning that all persons, regardless of age or context, can be supported to develop at least some interest in topics to be learned. We describe how and when interest is likely to develop. We review findings which provide evidence that the structure of tasks and activities, as well as interactions with other people, may be helpful to interest development, and also that when these supports are mismatched with the learner's phase of interest, they may constrain or impede interest development. We point to interest as a determinant of learners’ understanding, effort, and feedback preferences, and the coordination of their phase of interest development with their abilities to set and realize goals, feel self-efficacy, and self-regulate. We conclude by identifying some open questions concerning the process of interest development and learning.

Type
Chapter
Information
The Cambridge Handbook of Motivation and Learning , pp. 265 - 290
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ainley, M. (2007). Being and feeling interested: Transient state, mood, and disposition. In Schutz, P. (Ed.), Emotion in education (pp. 141–57). New York, NY: Academic Press. https://doi.org/10.1016/B978-012372545-5/50010-1.Google Scholar
Ainley, M. (2017). Interest: Knowns, unknowns, and basic processes. In O'Keefe, P. A. & Harackiewicz, J. M. (Eds.), The Science of interest (pp. 3–24). New York, NY: Springer International Publishing.CrossRefGoogle Scholar
Ainley, M. & Ainley, J. (2015). Early science learning experiences: Triggered and maintained interest. In Renninger, K. A., Nieswandt, M., & Hidi, S. (Eds.), Interest in mathematics and science learning (pp. 17–33). Washington, DC: American Educational Research Association.Google Scholar
Alexander, J. M., Johnson, K. E., & Leibham, M. E. (2015). Emerging individual interests related to science in young children. In Renninger, K. A., Nieswandt, M., & Hidi, S. (Eds.), Interest in mathematics and science learning (pp. 261–81). Washington, DC: American Educational Research Association.Google Scholar
Azevedo, F. S. (2006). Personal excursions: Investigating the dynamics of student engagement. International Journal of Computers for Mathematical Learning, 11(1), 57–98. doi: 10.1007/s10758-006-0007-6.Google Scholar
Azevedo, F. S. (2013a). The tailored practice of hobbies and its implication for the design of interest-based learning environments. The Journal of the Learning Sciences, 22(3), 462–510. doi: 10.1080/10508406.2012.730082.CrossRefGoogle Scholar
Azevedo, F. S. (2013b). Knowing the stability of model rockets: An investigation of learning in interest-based practices. Cognition and Instruction, 31(3), 345–74. doi: 10.1080/07370008.2013.799168.Google Scholar
Barron, B., Gomez, K., Pinkard, N., & Martin, C. (2014). The digital youth network: cultivating digital media citizenship in urban communities. Cambridge, MA: MIT Press.Google Scholar
Cabot, I. (2014). The Four-Phase Model of Interest Development: Elaboration of a measurement instrument. Poster presented in Renninger, K. A. & Hidi, S. E. (chairs), Current approaches to interest measurement. Philadelphia, PA: American Educational Research Association.Google Scholar
Crouch, C. H. & Heller, K. (2014). Introductory physics in biological context: An approach to improve introductory physics for life science students. American Journal of Physics, 82, 378–86. doi: 10.1119/1.4870079.Google Scholar
Crouch, C. H., Wisittanawat, P., Cai, M., & Renninger, K. A. (2018). Life science students’ attitudes, interest, and performance in introductory physics for life sciences (IPLS): An exploratory study. Physical Review Physics Education Research. 14(1). https://doi.org/10.1103/PhysRevPhysEducRes.14.010111.Google Scholar
Crowley, K., Barron, B., Knutson, K., & Martin, C. K. (2015). Interest and the development of pathways to science. In Renninger, K. A., Nieswandt, M., & Hidi, S. (Eds.), Interest in mathematics and science learning (pp. 297–315). Washington, DC: American Educational Research Association.Google Scholar
Dohn, N. B. & Dohn, N. B. (2017). Integrating Facebook in upper secondary biology instruction: A case study of students’ situational interest and participation in learning communication. Research in Science Education, 47(6), 1305–29. doi: 10.1007/s11165-016-9549-3.Google Scholar
Ernst, M. & Spear, L. P. (2009). Reward systems. In de Haan, M. & Gunnar, M. R. (Eds.), Handbook of developmental social neuroscience (pp. 324–41). New York, NY: Guilford Press.Google Scholar
Fulmer, S. M. & Frijters, J. C. (2011). Motivation during an excessively challenging reading task: The buffering role of relative topic interest. Journal of Experimental Education, 79(2), 185–208. doi: 10.1080/00220973.2010.481503.Google Scholar
Gottlieb, J., Oudeyer, P.-Y., Lopes, M., & Baranes, A. (2013). Information seeking, curiosity and attention: Computational and neural mechanisms. Trends in Cognitive Science, 17(11), 585–96. doi: 10.1016/j.tics.2013.09.001.CrossRefGoogle ScholarPubMed
Grossnickle, E. M. (2016). Disentangling curiosity: Dimensionality, definitions, and distinctions from interest in educational contexts. Educational Psychology Review, 28(1), 23–60. doi: 10.1007/s10648-014-9294-y.Google Scholar
Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit. Neuron, 84(2), 486–96. doi: 10.1016/j.neuron.2014.08.060.Google Scholar
Gutwill, J. P. & Allen, S. (2012). Deepening students’ scientific inquiry skills during a science museum field trip. Journal of the Learning Sciences, 12(1), 130–81. doi: 10.1080/10508406.2011.555938.Google Scholar
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562–75. doi: 10.1037//0022-0663.94.3.562.CrossRefGoogle Scholar
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105–22. doi: 10.1037/0022-0663.100.1.105.Google Scholar
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220–7. doi: 10.1177/2372732216655542.Google Scholar
Harter, S. (2003). The development of self-representation during childhood and adolescence. In Leary, M. R. & Tangney, J. P. (Eds.), Handbook of self and identity (pp. 610–42). New York, NY: Guilford.Google Scholar
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549–71.Google Scholar
Hidi, S. (2016). Revisiting the role of rewards in motivation and learning: Implications of neuroscientific research. Educational Psychology Review, 28(1), 61–93. doi: 10.1007/s10648-015-9307-5.Google Scholar
Hidi, S. & Ainley, M. (2008). Interest and self-regulation: Relationships between two variables that influence learning. In Schunk, D. H. & Zimmerman, B. J. (Eds.), Motivation and self-regulated learning: Theory, research, and application (pp. 77–109). Mahwah, NJ: Erlbaum.Google Scholar
Hidi, S. & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151–79. doi: 10.2307/1170660.Google Scholar
Hidi, S. & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–27. doi: 10.1207/s15326985ep4102_4.CrossRefGoogle Scholar
Hidi, S. E., Renninger, K. A., & Northoff, G. (2018). The development of interest and self-related processing. In Guay, F., Marsh, H. W., McInerney, D. M., & Craven, R. G. (Eds.), International advances in self research, Vol. 6: SELF – Driving positive psychology and well-being (pp. 51–70). Charlotte, NC: Information Age Press.Google Scholar
Hidi, S., Weiss, J., Berndorff, J. D., & Nolan, J. (1998). The role of gender, instruction and a cooperative learning technique in science education across formal and informal settings. In Hoffman, L., Krapp, A., Renninger, K., & Baumert, J. (Eds.), Interest and Learning: Proceedings of the Seeon Conference on Interest and Gender (pp. 215–27). Kiel: Institute for Science Education (IPN).Google Scholar
Hoffmann, L. (2002). Promoting girls’ learning and achievement in physics classes for beginners. Learning and Instruction, 12(4), 447–65. doi: 10.1016/S0959-4752(01)00010-X.CrossRefGoogle Scholar
Hoffmann, L. & Häussler, P. (1998). An intervention project promoting girls’ and boys’ interest in physics. In Hoffmann, L., Krapp, A., Renninger, K. A., & Baumert, J. (Eds.), Interest and Learning: Proceedings of the Seeon Conference on Interest and Gender (pp. 301–16). Kiel: Institute for Science Education (IPN).Google Scholar
Hulleman, C. & Harackiewicz, J. (2009). Promoting interest and performance in high school science classes. Science, 326(5698), 1410–12. doi: 10.1126/science.1177067.Google Scholar
Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2016). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology, 109(3), 387–404. doi: 10.1037/edu0000146.Google Scholar
Iran-Nejad, A. (1987). Cognitive and affective causes of interest and liking. Journal of Educational Psychology, 79(2), 120–30. doi: 10.1037/0022-0663.79.2.120.Google Scholar
Ito, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Herr-Stephenson, B., ... Tripp, L. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT Press.Google Scholar
Izard, C. E. & Ackerman, B. P. (2000). Motivational, organizational, and regulatory functions of discrete emotions. In Lewis, M. & Haviland-Jones, J. M. (Eds.), Handbook of emotions (2nd ed., pp. 253–64). New York, NY: Guilford.Google Scholar
Jansen, M., Lüdtke, O., & Schroeders, U. (2016). Evidence for a positive relationship between interest and achievement: Examining between-person and within-person variation in five domains. Contemporary Educational Psychology, 46, 116–27. doi: 10.1016/j.cedpsych.2016.05.004.CrossRefGoogle Scholar
Kang, M. J., Hsu, M., Krajbich, I. M., Loewenstein, G., McClure, S. M., Wang, J. T., & Camerer, C. F. (2009). The wick in the candle of learning: Epistemic curiosity activates reward circuitry and enhances memory. Psychological Science, 20, 963–73. doi: 10.1111/j.1467-9280.2009.02402.x.Google Scholar
Knogler, M., Harackiewicz, J. M., Gegenfurtner, A., & Lewalter, D. (2015). How situational is situational interest? Investigating the longitudinal structure of situational interest. Contemporary Educational Psychology, 43, 39–50. doi: 10.1016/j.cedpsych.2015.08.004.Google Scholar
Krapp, A. & Fink, B. (1992/2014). The development and function of interests during the critical transition from home to preschool. In Renninger, K. A., Hidi, S., & Krapp, A. (Eds.), The role of interest in learning and development (pp. 397–431). Hillsdale, MJ: Erlbaum. doi: 10.4324/9781315807430.Google Scholar
Lawrence-Lightfoot, S. & Davis, J. H. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.Google Scholar
Lipstein, R. & Renninger, K. A. (2007). “Putting things into words”: The development of 12–15-year-old students’ interest for writing. In Boscolo, P. & Hidi, S. (Eds.), Motivation and writing: Research and school practice (pp. 113–40). New York, NY: Kluwer Academic/Plenum Press. doi: 10.1163/9781849508216_008.Google Scholar
Lo, J. C. (2015). Developing participation through simulations: A multi-level analysis of situational interest on students’ commitment to vote. The Journal of Social Studies Research, 39(4), 243–54. doi: 10.1016/j.jssr.2015.06.008.Google Scholar
Lo, J. C. & Tierney, G. (2017). Maintaining interest in politics: ‘Engagement First’ in a U.S. high school government course. Journal of Social Science Education, 16(3), 62–73. doi: 10.2390/jsse-v16-i3-1572.Google Scholar
Lowenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychology Bulletin, 116(1), 75–98. doi: 10.1037/0033-2909.116.1.75.Google Scholar
Marvin, C. & Shohamy, D. (2016). Curiosity and reward: Valence predicts choice and information prediction errors enhance learning. Journal of Experimental Psychology, 145(3), 266–72. doi: 10.1037/xge0000140.Google Scholar
Master, A., Cheryan, S., & Meltzoff, A. N. (2015). Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of Educational Psychology, 108(3), 424–37. doi: 10.1037/edu0000061.Google Scholar
Meredith, D. C. & Redish, E. F. (2013). Reinventing physics for life-sciences majors. Physics Today, 66(7), 38–43. doi: 10.1063/PT.3.2046.Google Scholar
Michaelis, J. E., & Nathan, M. J. (June, 2016). Observing and measuring interest development among high school students in an out-of-school robotics competition. American Society of Engineering Education (ASEE 2016) Pre-College Engineering Education Division paper, New Orleans, LA.Google Scholar
Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424–36. doi: 10.1037/0022-0663.85.3.424.CrossRefGoogle Scholar
Mortillaro, M., Mehu, M., & Scherer, K. R. (2011). Subtly different positive emotions can be distinguished by their facial expressions. Social Psychological and Personality Science, 2(3), 262–71. doi: 10.1177/1948550610389080.Google Scholar
Neumann, A. (2006). Professing passion: Emotion in the scholarship of professors at research universities. American Educational Research Journal, 43(3), 381–424. doi: 10.3102/00028312043003381.Google Scholar
Nieswandt, M. & Horowitz, G. (2015). Undergraduate students’ interest in chemistry: The roles of task and choice. In Renninger, K. A., Nieswandt, M., & Hidi, S. (Eds.), Interest in mathematics and science learning (pp. 225–42). Washington, DC: American Educational Research Association.Google Scholar
Nolen, S. B. (2007a). Young children's motivation to read and write: Development in social contexts. Cognition and Instruction, 25(2), 219–70. doi: 10.1080/07370000701301174.Google Scholar
Nolen, S. B. (2007b). The role of literate communities in development of children's interest in writing. In Hidi, S. & Boscolo, P. (Eds.), Writing and motivation (pp. 241–55). Oxford: Elsevier.Google ScholarPubMed
O'Keefe, P. A. & Linnenbrink-Garcia, L. (2014). The role of interest in optimizing performance and self-regulation. Journal of Experimental Social Psychology, 53, 70–8. doi: 10.1016/j.jesp.2014.02.004.CrossRefGoogle Scholar
Palmer, D. A., Dixon, J., & Archer, J. (2016). Identifying underlying causes of situational interest in a science course for preservice elementary teachers. Science Education, 100(6), 1039–61. doi: 10.1002/sce.21244.Google Scholar
Panksepp, J. (1998). Affective neuroscience: The foundations of human and animal emotion. New York, NY: Oxford.Google Scholar
Pressick-Kilborn, K. (2015). Canalization and connectedness in development of science interest. In Renninger, K. A., Nieswandt, M., & Hidi, S. (Eds.), Interest in mathematics and science learning (pp. 353–68). Washington, DC: American Educational Research Association.Google Scholar
Pressick-Kilborn, K. & Walker, R. (2002). The social construction of interest in a learning community. In McInerney, D. M. & Van Etten, S. (Eds.), Research on sociocultural influences on learning and motivation (pp. 153–82). Greenwich, CT: Information Age Publishing.Google Scholar
Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In Sansone, C. & Harackiewicz, J. M. (Eds.), Intrinsic motivation: Controversies and new directions (pp. 373–404). San Diego, CA: Academic Press. doi: 10.1016/B978-012619070-0/50035-0.Google Scholar
Renninger, K. A. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44(2), 1–14. doi: 10.1080/00461520902832392.CrossRefGoogle Scholar
Renninger, K. A. (2010). Working with and cultivating interest, self-efficacy, and self-regulation. In Preiss, D. & Sternberg, R. (Eds.), Innovations in educational psychology: Perspectives on learning, teaching and human development (pp. 107–138). New York, NY: Springer.Google Scholar
Renninger, K. A., Austin, L., Bachrach, J. E., Chau, A., Emmerson, M., King, R., ... Stevens, S. J., (2014). Going beyond the “Whoa! That's Cool!” of inquiry: Achieving science interest and learning with the ICAN Intervention. In Karabenick, S. & Urdan, T., (Eds.), Motivation-based learning interventions, Vol. 18: Advances in motivation and achievement (pp. 107–40). London: Emerald Group Publishing. doi: 10.1108150749-742320140000018017.Google Scholar
Renninger, K. A. & Bachrach, J. E. (2015). Studying triggers for interest and engagement using observational methods. Educational Psychologist, 50(1), 58–69. doi: 10.1080/00461520.2014.999920.Google Scholar
Renninger, K. A., Bachrach, J. E., & Posey, S. K. (2008). Learner interest and achievement motivation. Social Psychological Perspectives: Advances in Motivation and Achievement, 15, 461–91. doi: 10.1016/S0749-7423(08)15014-2.Google Scholar
Renninger, K. A., Cai, M., Lewis, M., Adams, M., & Ernst, K. (2011). Motivation and learning in an online, unmoderated, mathematics workshop for teachers. Special Issue: Motivation and New Media. Educational Technology, Research and Development, 59(2), 229–47. doi: 10.1007/sl1423-011-9195-4.Google Scholar
Renninger, K. A., Ewen, E., & Lasher, A. K. (2002). Individual interest as context in expository text and mathematical word problems. Learning and Instruction 12(4), 467–91. doi: 10.1016/s0959-4752(01)00012-3.Google Scholar
Renninger, K. A. & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In Wigfield, A. & Eccles, J. S. (Eds.), Development of achievement motivation (pp. 173–95). New York, NY: Academic Press. doi: 10.1016/b978-012750053-9/50009-7.Google Scholar
Renninger, K. A. & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168–84. doi: 10.1080/00461520.2011.587723.Google Scholar
Renninger, K. A. & Hidi, S. (2016). The power of interest for motivation and engagement. New York, NY: Routledge.Google Scholar
Renninger, K. A. & Lipstein, R. (2006). Come si sviluppa l'interesse per la scrittura; Cosa volgliono gli studenti e di cosa hannobisogno? [Developing interest for writing: What do students want and what do students need?] Età Evolutiva, 84, 65–83.Google Scholar
Renninger, K. A., Ren, Y., & Kern, H. M. (2018). Motivation, engagement, and interest: “In the end, it came down to you and how you think of the problem.” In Fischer, F., Hmelo-Silver, C. E., Goldman, S. R., & Reimann, P. (Eds.), International handbook of the learning sciences (pp. 116–26). New York, NY: Routledge.Google Scholar
Renninger, K. A. & Riley, K. R. (2013). Interest, cognition and the case of L- and science. In Kreitler, S. (Ed.), Cognition and motivation: Forging an interdisciplinary perspective (pp. 352–82). Cambridge: Cambridge University Press.Google Scholar
Renninger, K. A. & Schofield, L. S. (2014). Assessing STEM interest as a developmental motivational variable. Poster presented in Renninger, K. A. & Hidi, S. E. (chairs), Current Approaches to Interest Measurement. Philadelphia, PA: American Educational Research Association.Google Scholar
Renninger, K. A. & Shumar, W. (2002). Community building with and for teachers: The Math Forum as a resource for teacher professional development. In Renninger, K. A. & Shumar, W. (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 60–95). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Renninger, K. A. & Wozniak, R. (1985). Effect of interest on attentional shift, recognition, and recall in young children. Developmental Psychology, 21, 624–32. doi: 10.1037/0012-1649.21.4.624.Google Scholar
Rotgans, J. I. & Schmidt, H. G. (2017a). Interest development: Arousing situational interest affects the growth trajectory of individual interest. Contemporary Educational Psychology, 49, 175–84. doi: 10.1016./j.cedpsych/2017.02.003.Google Scholar
Rotgans, J. I. & Schmidt, H. G. (2017b). The relation between individual interest and knowledge acquisition. British Educational Research Journal, 43(2), 350–71. doi: 10.1002/berj.3268.Google Scholar
Sansone, C. & Thoman, D. B. (2005). Interest as the missing motivator in self-regulation. European Psychologist, 10(3), 175–86. doi: 10.1027/1016-9040.10.3.175.Google Scholar
Sansone, C., Weir, C., Harpster, L., & Morgan, C. (1992). Once a boring task always a boring task? Interest as a self-regulatory mechanism. Journal of Personality and Social Psychology, 63(3), 37990. doi: 10.1037/0022-3514.63.3.379.Google Scholar
Schultz, W. (2007) Behavioural theories and the neurophysiology of reward. Annual Review of Psychology, 57, 87–115. doi: 10.1146/annurev.psych.56.091103.070229.Google Scholar
Sloboda, J. A. (1996). The acquisition of musical performance experience: Deconstructing the “talent” account of individual differences in musical expressivity. In Ericsson, K. A. (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games (pp. 107–26). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science and Teaching, 49(4), 515–37. doi: 10.1002/tea.21010.Google Scholar
Thoman, D. B., Brown, E. R., Mason, A. Z., Harmsen, A. G., & Smith, J. L. (2015). The role of altruistic values in motivating underrepresented minority students for biomedicine. BioScience, 65(1), 183–88. doi: 10.1093/biosci/biu199.Google Scholar
Tröbst, S., Kleickmann, T., Lange-Schubert, K., Rothkopf, A., & Möller, K. (2016). Instruction and students’ declining interest in science: An analysis of German fourth- and sixth-grade classrooms. American Educational Research Journal, 53(1), 162–93. doi: 10.3102/0002831215618662.Google Scholar
Turner, J. C., Kackar-Cam, H. Z., & Trucano, M. (2015). Teachers learning how to support student interest in mathematics and science. In Renninger, K. A., Nieswandt, M., & Hidi, S. (Eds.), Interest in mathematics and science learning (pp. 243–60). Washington, DC: American Educational Research Association.Google Scholar
Walkington, C. A. & Bernacki, M. L. (2014). Motivating students by “personalizing” learning around individual interests: A consideration of theory, design, and implementation issues. In Karabenick, S. A. & Urdan, T. C. (Eds.), Advances in motivation and achievement, Vol. 18: Motivational interventions (pp. 139–77). Bingley: Emerald Group Publishing Limited. doi: 10.1108/s0749-742320140000018004.Google Scholar
Wang, Z. & Adesope, O. (2016). Exploring the effects of seductive details with the 4-phase model of interest. Learning and Motivation, 55, 65–77. doi: 10.1016/j.lmot.2016.06.003.Google Scholar
Xu, J., Coats, L. T., & Davidson, M. L. (2012). Promoting student interest in science: The perspectives of exemplary African American teachers. American Educational Research Journal, 49(1), 124–54. doi: 10.3102/0002831211426200.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×