Student interest: A two-study re-examination of the concept

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Teacher Self-Disclosure: Amount, Relevance, and Negativity (2008, unknown): “Several researchers have viewed student interest as a three-dimensional construct consisting of meaningfulness, competence, and impact (Frymier, Shulman, & Houser, 1996 ; Schiefele, 1991 ; Weber, Martin, & Cayanus, 2005 ; Weber, Martin, & Patterson, 2001 ).”
The Relation Between Teacher Self-Disclosure and Student Motives to Communicate (2009, background): “Moreover, students who believe they can make an impact communicate more for relational and participatory motives than they do for other motives (Weber et al., 2005).”
The Development and Validation of the Student Communication Satisfaction Scale (2009, methodology): “The survey included nine research measures: the 8item and 24-item SCSS, the adapted ICSI (Hecht, 1978a), the State Motivation Scale (Christophel, 1990), the Revised Affective Learning Measure (Mottet & Richmond, 1998), the 18-item Learner Empowerment Scale (LES; Weber et al., 2005) adapted from Frym”
Development and Validation of the Student Interest and Engagement Scales (2012, background): “Although the Student Interest Scale may share conceptual commonalities with other scales, discriminant validity must be provided to further distinguish the interest scale from measures of affective learning ( McCroskey, 1994 ) and learner empowerment ( Weber, Martin, & Cayanus, 2005 ).”