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Manfred Prenzel - One of the best experts on this subject based on the ideXlab platform.
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Research on Interest in Science: Theories, Methods and Findings
International Journal of Science Education, 2011Co-Authors: Andreas Krapp, Manfred PrenzelAbstract:This article presents an overview of Interest research and describes the theoretical and methodological background for the assessment of Interest in science in large-scale assessments like PISA. The paper starts with a short retrospective on the history of Interest, bringing out theoretical roots that help to understand recent discussions on Interest in science education. As Interest is a widely used concept with manifold facets, it is essential to discuss different ways of modelling the relationship between a person and a comprehensive object like Science with all of its different aspects, including wide ranges of content as well as contexts. Models that can be used for describing the content structure of science Interest and the process of Interest Development are presented. Based on an overview of typical methods for assessing Interests, exemplary findings on students' Interest in science are presented which play an important role in the current scientific debate. Finally, challenges for future research on Interest in science education are discussed.
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research on Interest in science theories methods and findings
International Journal of Science Education, 2011Co-Authors: Andreas Krapp, Manfred PrenzelAbstract:This article presents an overview of Interest research and describes the theoretical and methodological background for the assessment of Interest in science in large‐scale assessments like the ‘Programme for International Student Assessment’ (PISA). The paper starts with a short retrospective on the history of Interest, bringing out theoretical roots that help to understand recent discussions on Interest in science education. As Interest is a widely used concept with manifold facets, it is essential to discuss different ways of modelling the relationship between a person and a comprehensive object like science with all of its different aspects, including wide ranges of content as well as contexts. Models that can be used for describing the content structure of science Interest and the process of Interest Development are presented. Based on an overview of typical methods for assessing Interests, exemplary findings on students’ Interest in science are presented, which play an important role in the current s...
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Clarity and coherence of lesson goals as a scaffold for student learning
Learning and Instruction, 2005Co-Authors: Tina Seidel, Rolf Rimmele, Manfred PrenzelAbstract:Abstract The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence Development. No effect was found for individual Interest Development.
Andreas Krapp - One of the best experts on this subject based on the ideXlab platform.
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research on Interest in science theories methods and findings
International Journal of Science Education, 2011Co-Authors: Andreas Krapp, Manfred PrenzelAbstract:This article presents an overview of Interest research and describes the theoretical and methodological background for the assessment of Interest in science in large‐scale assessments like the ‘Programme for International Student Assessment’ (PISA). The paper starts with a short retrospective on the history of Interest, bringing out theoretical roots that help to understand recent discussions on Interest in science education. As Interest is a widely used concept with manifold facets, it is essential to discuss different ways of modelling the relationship between a person and a comprehensive object like science with all of its different aspects, including wide ranges of content as well as contexts. Models that can be used for describing the content structure of science Interest and the process of Interest Development are presented. Based on an overview of typical methods for assessing Interests, exemplary findings on students’ Interest in science are presented, which play an important role in the current s...
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Research on Interest in Science: Theories, Methods and Findings
International Journal of Science Education, 2011Co-Authors: Andreas Krapp, Manfred PrenzelAbstract:This article presents an overview of Interest research and describes the theoretical and methodological background for the assessment of Interest in science in large-scale assessments like PISA. The paper starts with a short retrospective on the history of Interest, bringing out theoretical roots that help to understand recent discussions on Interest in science education. As Interest is a widely used concept with manifold facets, it is essential to discuss different ways of modelling the relationship between a person and a comprehensive object like Science with all of its different aspects, including wide ranges of content as well as contexts. Models that can be used for describing the content structure of science Interest and the process of Interest Development are presented. Based on an overview of typical methods for assessing Interests, exemplary findings on students' Interest in science are presented which play an important role in the current scientific debate. Finally, challenges for future research on Interest in science education are discussed.
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An educational–psychological conceptualisation of Interest
International Journal for Educational and Vocational Guidance, 2007Co-Authors: Andreas KrappAbstract:In educational psychology, the concept of Interest is interpreted as a content-specific motivational variable that can be investigated and theoretically reconstructed. An important analysis lies in the manifold interrelations between Interest, learning and human Development. This paper presents a “person–object theory of Interest” and outlines Developmental aspects such as: (a) the ontogenetic transition from situational to individual Interest, (b) the relation between Interest Development and (c) the growing “self” and the assumption of a dual regulation system.
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structural and dynamic aspects of Interest Development theoretical considerations from an ontogenetic perspective
Learning and Instruction, 2002Co-Authors: Andreas KrappAbstract:Empirical research on the Development of individual Interests is mostly concerned with the analysis of Developmental trends in groups or populations. However, there is a distinct lack of theoretical constructs that describe and explain Interest Development from the perspective of the growing individual. This article presents a collection of theoretical concepts and models that can be used to describe and explore structural and dynamic aspects of Interest Development from an ontogenetic research perspective. Basic ideas of an educational-psychological concep- tualization of Interest are outlined that—contrary to many other conceptualizations in this field—is based on a dynamic theory of personality. Such an approach provides an opportunity to analyze and reconstruct the manifold interrelations between the changing structure of a person's pattern of Interests and the developing personal "self during ontogenesis. Exemplary selected theoretical models and ideas are presented, including the question of general stages during the course of Interest Development from childhood to early adulthood, models to describe and theoretically reconstruct structural changes in an individual's pattern of personal Interests over a longer period of time, ideas of how to conceptualize the transition from situ- ational to individual Interest, and theoretical considerations about the structure and function of the psychological regulation-system that is assumed to be responsible for establishing and stabilizing motivational preferences. Although these concepts and considerations are not yet integrated into a coherent ontogenetic theory, they may serve as a basis for a theoretical dis- cussion on how to achieve this aim. © 2002 Elsevier Science Ltd. All rights reserved.
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Interest motivation and learning an educational psychological perspective
European Journal of Psychology of Education, 1999Co-Authors: Andreas KrappAbstract:Within the last few years, researchers have shown a renewed Interest in “Interest”. Especially in the field of educational psychology many studies have been conducted to analyze how learning and achievement are influenced by motivational and cognitive factors, which are connected with individual and/or situational Interests. In this paper, results from empirical research will be presented besides theoretical considerations concerning the Interest-construct. Interest has typically been studied as an independent variable. Dependent variables have been either some aspects of learning outcome (knowledge structure, academic achievement) or hypothetical mediators, which probably can be used to explain the Interest effects (e.g., learning strategies, attention, emotional experiences). There is also a growing number of studies which try to explore the conditions of Interest Development within educational settings. Future lines of research will be discussed in light of the demands of educational theory and practice.
K. Ann Renninger - One of the best experts on this subject based on the ideXlab platform.
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On educating, curiosity, and Interest Development
Current Opinion in Behavioral Sciences, 2020Co-Authors: Suzanne Hidi, K. Ann RenningerAbstract:This review provides curiosity researchers and neuroscientists with information about the distinction as well as the relation between curiosity and Interest, and their potential to benefit educational practice. Both are universal, and are associated with rewarding information search (that is, they do not require external rewards for their existence); however, they differ in their characteristics and in their impact on learning. Whereas the information seeking that characterizes curiosity may result in short-term and specific learning as the knowledge gap is closed, information search associated with Interest serves to trigger new questions leading to an ongoing deepening and Development of learners’ knowledge and value. Suggestions are made about (a) how the coordination of research on curiosity and Interest Development could benefit educational practice, and (b) how neuroscientific research is uniquely positioned to distinguish between curiosity and Interest.
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Interest and Its Development, Revisited
The Oxford Handbook of Human Motivation, 2019Co-Authors: K. Ann Renninger, Stephanie SuAbstract:This chapter focuses on Interest as a cognitive and affective motivational variable that develops and can be supported to develop. It provides an explanation of Hidi and Renninger’s (2006; Renninger & Hidi, 2016) four-phase model of Interest Development and its relation to other approaches to Interest, including Interest conceptualized as an emotion, experience, task features, value, or vocational Interest, and considers issues pertaining to the identification and measurement of Interest as a variable that develops. Following this, the chapter reviews research that tracks Interest over time as well as studies that focus on earlier and/or later phases of Interest, with particular attention to (a) the triggering of Interest in both earlier and later phases of Interest, (b) maintaining Interest once it has been triggered, (c) fluctuations in Interest, and (d) shifts between phases in the Development of Interest. Two studies of Interest Development are reviewed in depth and their complementarities are described to illustrate how consideration of study complementarity can provide validation and insight about Interest Development. Finally, a Punnett square is used to demonstrate how it can enable the identification of relations among a learner’s phase of Interest, the achievement demands of the learning environment, and metacognitive awareness, in addition to suggesting next steps for the study of Interest Development.
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Interest Development and Its Relation to Curiosity: Needed Neuroscientific Research
Educational Psychology Review, 2019Co-Authors: Suzanne Hidi, K. Ann RenningerAbstract:In order to consider the relation between Interest and curiosity, we first review various points of view on this issue, and discuss the scientific importance of making a distinction between the two concepts. Next, we explain that Interest defined as a psychological state and as a cognitive and motivational variable can be supported to develop. Furthermore, the content-specific Development of Interest provides a different type of information search than curiosity, defined as the motivation to close a knowledge gap driven by uncertainty. We also discuss how earlier and later phases of developing Interest are related to curiosity. More specifically, we suggest that (a) once curiosity is resolved, it may not result in any further engagement, or it may trigger a situational Interest that could develop, and (b) when an existing, more developed Interest initiates, supports or is related to a particular instance of triggered curiosity, continued engagement (and information search) is likely. In concluding, we point to needed neuroscientific research that could contribute to further clarifying the relation between Interest and curiosity. This information is as important to research, as it is to practice.
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Triggering and maintaining Interest in early phases of Interest Development
Learning Culture and Social Interaction, 2019Co-Authors: K. Ann Renninger, Jessica E. Bachrach, Suzanne HidiAbstract:Abstract This article reports on the complexities of triggering and maintaining Interest, a process that is initiated when something catches the attention of a learner. Triggering Interest (the initiation of the psychological state of Interest) can occur in both earlier and later phases of Interest Development. However, in this study we focus on this process in earlier phases of Interest Development. Findings from a study of the activity of eight, Black, inner-city, middle school-age participants in an out-of-school biology workshop are described. We address the identification and generalizability of potential triggers for Interest across activities and explore the relationship between triggers for Interest and learner characteristics. Taken together, findings from the study suggest that learners do not perceive and respond identically to potential triggers for Interest; and that the triggering process is nuanced by particular activity, and the readiness of the learner to respond.
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Interest And Its Development
The Oxford Handbook of Human Motivation, 2012Co-Authors: K. Ann Renninger, Stephanie SuAbstract:This chapter focuses on Interest as a cognitive and affective motivational variable that develops and can be supported to develop. Interest and Interest Development as described by Hidi and Renninger's (2006) Four-Phase Model of Interest Development are (a) defined and then (b) contextualized in light of other conceptualizations that focus on specific aspects of Interest (such as emotion, experience, task features, value, and vocational Interest) and issues pertaining to the operationalization and measurement of Interest. Following this, research addressing the Development of Interest is overviewed, with particular attention to (a) the triggering of Interest in both earlier and later phases of Interest, (b) maintaining Interest once it has been triggered, (c) fluctuations in Interest, and (d) shifts between phases in the Development of Interest. Finally, a Punnett square is employed to suggest next steps and open questions in the study of Interest Development.
Suzanne Hidi - One of the best experts on this subject based on the ideXlab platform.
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On educating, curiosity, and Interest Development
Current Opinion in Behavioral Sciences, 2020Co-Authors: Suzanne Hidi, K. Ann RenningerAbstract:This review provides curiosity researchers and neuroscientists with information about the distinction as well as the relation between curiosity and Interest, and their potential to benefit educational practice. Both are universal, and are associated with rewarding information search (that is, they do not require external rewards for their existence); however, they differ in their characteristics and in their impact on learning. Whereas the information seeking that characterizes curiosity may result in short-term and specific learning as the knowledge gap is closed, information search associated with Interest serves to trigger new questions leading to an ongoing deepening and Development of learners’ knowledge and value. Suggestions are made about (a) how the coordination of research on curiosity and Interest Development could benefit educational practice, and (b) how neuroscientific research is uniquely positioned to distinguish between curiosity and Interest.
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Interest Development and Its Relation to Curiosity: Needed Neuroscientific Research
Educational Psychology Review, 2019Co-Authors: Suzanne Hidi, K. Ann RenningerAbstract:In order to consider the relation between Interest and curiosity, we first review various points of view on this issue, and discuss the scientific importance of making a distinction between the two concepts. Next, we explain that Interest defined as a psychological state and as a cognitive and motivational variable can be supported to develop. Furthermore, the content-specific Development of Interest provides a different type of information search than curiosity, defined as the motivation to close a knowledge gap driven by uncertainty. We also discuss how earlier and later phases of developing Interest are related to curiosity. More specifically, we suggest that (a) once curiosity is resolved, it may not result in any further engagement, or it may trigger a situational Interest that could develop, and (b) when an existing, more developed Interest initiates, supports or is related to a particular instance of triggered curiosity, continued engagement (and information search) is likely. In concluding, we point to needed neuroscientific research that could contribute to further clarifying the relation between Interest and curiosity. This information is as important to research, as it is to practice.
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Triggering and maintaining Interest in early phases of Interest Development
Learning Culture and Social Interaction, 2019Co-Authors: K. Ann Renninger, Jessica E. Bachrach, Suzanne HidiAbstract:Abstract This article reports on the complexities of triggering and maintaining Interest, a process that is initiated when something catches the attention of a learner. Triggering Interest (the initiation of the psychological state of Interest) can occur in both earlier and later phases of Interest Development. However, in this study we focus on this process in earlier phases of Interest Development. Findings from a study of the activity of eight, Black, inner-city, middle school-age participants in an out-of-school biology workshop are described. We address the identification and generalizability of potential triggers for Interest across activities and explore the relationship between triggers for Interest and learner characteristics. Taken together, findings from the study suggest that learners do not perceive and respond identically to potential triggers for Interest; and that the triggering process is nuanced by particular activity, and the readiness of the learner to respond.
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the four phase model of Interest Development
Educational Psychologist, 2006Co-Authors: Suzanne Hidi, Ann K RenningerAbstract:Building on and extending existing research, this article proposes a 4-phase model of Interest Development. The model describes 4 phases in the Development and deepening of learner Interest: triggered situational Interest, maintained situational Interest, emerging (less-developed) individual Interest, and well-developed individual Interest. Affective as well as cognitive factors are considered. Educational implications of the proposed model are identified.
Steven D. Brown - One of the best experts on this subject based on the ideXlab platform.
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social cognitive career theory at 25 progress in studying the domain satisfaction and career self management models
Journal of Career Assessment, 2019Co-Authors: Steven D. Brown, Robert W LentAbstract:Social cognitive career theory (SCCT) was introduced 25 years ago. The theory originally included three interrelated models of (a) career and academic Interest Development, (b) choice-making, and (...
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social cognitive model of career self management toward a unifying view of adaptive career behavior across the life span
Journal of Counseling Psychology, 2013Co-Authors: Robert W Lent, Steven D. BrownAbstract:: Social cognitive career theory (SCCT) currently consists of 4 overlapping, segmental models aimed at understanding educational and occupational Interest Development, choice-making, performance and persistence, and satisfaction/well-being. To this point, the theory has emphasized content aspects of career behavior, for instance, prediction of the types of activities, school subjects, or career fields that form the basis for people's educational/vocational Interests and choice paths. However, SCCT may also lend itself to study of many process aspects of career behavior, including such issues as how people manage normative tasks and cope with the myriad challenges involved in career preparation, entry, adjustment, and change, regardless of the specific educational and occupational fields they inhabit. Such a process focus can augment and considerably expand the range of the dependent variables for which SCCT was initially designed. Building on SCCT's existing models, we present a social cognitive model of career self-management and offer examples of the adaptive, process behaviors to which it can be applied (e.g., career decision making/exploration, job searching, career advancement, negotiation of work transitions and multiple roles).
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A Social Cognitive View of School-to-Work Transition
Career Development Quarterly, 1999Co-Authors: Gail Hackett, Steven D. BrownAbstract:This article considers social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) as a vantage point from which to view the school-to-work transition process. Rather than emphasizing the period just before high school graduation, SCCT focuses on 6 Developmentally linked themes that unfold throughout the school years. An emphasis on these themes (formation of self-efficacy and outcome beliefs, Interest Development, Interest-goal linkages, translation of goals into actions, performance skills, negotiation of transition supports and barriers) suggests targets for Developmental and remedial interventions that promote students' career Development across the school years and after work entry.