Revisiting the Conceptualization, Measurement, and Generation of Interest

Autor/inn/en	Renninger, K. Ann; Hidi, Suzanne
Titel	Revisiting the Conceptualization, Measurement, and Generation of Interest
Quelle	In: Educational Psychologist, 46 (2011) 3, S.168-184 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
Schlagwörter	Educational Research; Interest Research; Student Interests; Investigations; Theories; Learning; Undergraduate Students; Educational Psychology; Evaluation Methods; Science Education; Grade 5; Emotional Response; Age Differences; Elementary School Students + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Interessenforschung; Studieninteresse; Untersuchung; Theory; Theorie; Lernen; Erziehungspsychologie; Pädagogische Psychologie; Naturwissenschaftliche Bildung; School year 05; 5. Schuljahr; Schuljahr 05; Emotionales Verhalten; Age; Difference; Age difference; Altersunterschied
Abstract	This article provides an overview of recent interest research, focusing on the conceptualization, measurement, and generation of interest. It includes work that reflects differing theoretical backgrounds, research traditions, domains, and participants. Research on interest needs to be theoretically grounded if it is to be generally applicable and inform practice. Investigators must consider their own research questions, including learners' age and characteristics of the learning context, in relation to the range of conceptualizations in the field. Whereas researchers' questions should drive research on interest, their conceptualization of interest should inform their choice of measures. In addition, research addressing the ways in which interest might be generated and/or supported to develop should be aligned with both the conceptualization and measurement(s) of interest. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10