The Four-Phase Model of Interest Development

By Suzanne Hidi, Ann Renninger. 2006

4,382 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2d90b943472c5515730a41ae7f91c69098e61f02

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Cues of working together fuel intrinsic motivation (2014, background): “…facilitate the development of self-efficacy (Bandura & Schunk, 1981) and choice, personalization, and autonomysupportive language that encourage people's personal involvement in a task (Cordova & Lepper, 1996; Vansteenkiste, Simons, Lens, Sheldon, & Deci, 2004; see also Hidi & Renninger, 2006).”
Developing and Fostering Passion in Academic and Nonacademic Domains (2010, background): “To expand on the distinction between situational and individual interest, Hidi and Renninger (2006) developed a four-phase model of interest development.”
Interest Development and Its Relation to Curiosity: Needed Neuroscientific Research (2019, background): “As Hidi (2006), and subsequently Reeve and Lee (2016) noted, there are specific ways in which neuroscientific data could enhance understanding of motivational phenomena.”
Out-of-School Time Science Activities and Their Association with Career Interest in STEM (2012, background): “…is not on achievement, but on curiosity and on the enjoyment of learning about a certain topic or field (Krapp et al., 1992). increased focus on a subject like science, followed by an inclination to participating in and seeking out scientific activities in the future (Hidi & Renninger, 2006).”
Associations Between Grit, Motivation, and Achievement in High School Students (2017, background): “This likely is particularly true for children and adolescents, when exploring a variety of different activities and interests perhaps is a healthier approach than a complete focus on single interests from an early age (Hidi & Renninger, 2006).”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “Parents then provide support for interest maintenance, ultimately helping the interest to evolve from a situational interest to a Science Education, Vol. 97, No. 4, pp. 574–593 (2013) more personal, individual interest (Hidi & Renninger, 2006).”
Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “Moving students from “triggered” to maintained situational interest requires exposure to content and specific supportive feedback that allows students to experience success and relate the content to their own experiences (Hidi and Renninger, 2006).”
Are Science Comics a Good Medium for Science Communication? The Case for Public Learning of Nanotechnology (2015, background): “Based on the development of learner interest (Hidi & Renninger, 2006), individual interest can be developed from situational interest, which is triggered and maintained by novel, interesting, and challenging activities.”
Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. (2009, methodology): “Suggestions for facilitating positive feelings include promoting students’ autonomy, offering choice in tasks, and providing support for student success (Hidi & Renninger, 2006, p. 122).”