An approach response to stimuli encountered in the environment, accompanied by emotional engagement (often positive), heightened attention, and active cognitive processing.
Interest is a particular emotional and cognitive experience that occurs in response to stimuli in the environment. In this sense, interest emerges at the intersection between individuals and available stimuli in the environment (Dewey 1913). In general, interest is the emotion that motivates individuals to approach stimuli in order to experience and think about the environment, for the purpose of having a fuller understanding of the world (Izard 1977). Interest can be thought of either as a current state (feeling interested at a particular moment) or as a trait (a general tendency to value and gravitate toward particular classes of stimuli or domains).
Forms of Interest: State and Trait
Interest as a State Experience
The state of interest is...
- Durik, A. M., Hulleman, C. S., & Harackiewicz, J. M. (2015). One size fits some: Instructional enhancements to promote interest. In K. A. Renninger & M. Nieswandt (Eds.), Interest, the self, and K-16 mathematics and science learning. Washington, DC: American Educational Research Association.Google Scholar
- Izard, C. E. (1977). Interest–excitement as fundamental motivation. In C. E. Izard & J. L. Singer (Eds.), Emotions, personality, and psychotherapy: Vol. 1, human emotions (pp. 211–238). New York: Plenum.Google Scholar
- Krapp, A. (2002). An educational–psychological theory of interest and its relation to SDT. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 405–427). Rochester: University of Rochester Press.Google Scholar
- Prenzel, M. (1992). The selective persistence of interest. In K.A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 71–98). Hillsdale, NJ: Erlbaum.Google Scholar
- Renninger, K. A., Hidi, S., & Krapp, A. (1992). The role of interest in learning and development. Hillsdale: Erlbaum.Google Scholar