Hidi, S., & Renninger, K. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111-127.
Hidi and Renninger opened with the focused statement that “interest has been found to influence: Attention, Goals, Levels of Learning” (p. 111). Each of those claim topics was supported by numerous studies. By way of introduction, they share the four-phase model of interest, specifically: 1) situational interest; 2) maintained situational interest; 3) individual interest; and 4) well-developed individual interest. A valuable example for understanding these levels pertained to an individual interacting with a magazine in a doctor’s waiting room. Some people would flip through it and maybe skim an article (1) or read an article thoroughly, but have no trouble setting it aside when called (2) or read with focused attention until interrupted by the call to see the doctor and then sit down to read the remainder after the appointment (3). Another distinction was that interest is both affective and cognitive in nature, having biological roots. The situational levels are clearly linked to extrinsic stimuli, whereas the individual interest levels are obviously intrinsic, which links well to the understanding of motivation as either intrinsic or extrinsic. The phases of interest development can be tagged with the terms: triggered, maintained, emerging, and well-developed, demonstrating a logical progression. In the latter portions of the article, the authors turn to the educational significance of the theory. Research demonstrates that educators can effectively scaffold students in the early stages of interest development with sustained and challenging tasks, opportunities to become curious, and inclusion of problem-solving resources. Even verbalization of support to persist with a topic of some interest scaffolds the maintenance of that interest. Further, collaborative work with peers can also support the pursuit of interest in a topic to lead to the individual interest levels. Teachers can assess the emergence of individual interest when students begin to ask questions about the material without prompting.
While the article was not a research study, it was a thorough synthesis of research and theory on the topic of interest. The authors presented the topic well with an understandable overview and very relatable examples. The four-phase model was described well and supported by available research, then applied in a variety of contexts, including education. The connections to education were well-defined.
From the standpoint of a classroom teacher, interest doesn’t get a lot of attention — motivation, yes; interest, no. With some many competing tasks in a single class period, not to mention the supporting tasks outside of class to make the classroom setting possible, concern about interest is somewhat low on the priority list. That’s not to say it’s not important or that it’s not addressed, but course content, behavior, curriculum goals, and attention come first, even though an emphasis on interest could facilitate each of those in its own way.
Learning tasks and problem-solving activities can take students from having a low-level, extrinsic interest in a classroom topic to a well-developed, intrinsic interest in a new area of learning facilitated by teachers and collaboration from peers.
EmpowerED 