The four-phase model of interest development: Addressing individual differences

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2026-02-01 Epub Date: 2026-01-07 DOI:10.1016/j.lindif.2025.102865

Suzanne E. Hidi , K. Ann Renninger

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引用次数: 0

Abstract

Although there are various approaches to the conceptualization of interest, here we address that of the four-phase model of interest development (Hidi & Renninger, 2006). Interest is universal as all humans have such experiences, and it has physiological roots. Interest also is individually varying since the triggering of interest is influenced by genetics, personal characteristics, interactions with other people, and the design of the environment. Given the importance of interest to engagement and learning, individual differences warrant serious consideration. Furthermore, it is essential for educators (e.g., teachers, parents), to understand that interest: (a) is malleable and may be supported to develop; (b) has fluctuations that are normal; (c) has a long-range linear trajectory, and (d) is physiologically hardwired, and therefore any typically functioning individuals can be expected to develop interest. Interest is critical for learning, as is acknowledgement of individual differences.

Statement of educational relevance

This article provides a discussion of the benefits of focusing on the four-phase model in which interest is conceptualized as a motivational variable that can develop. We explain that interest is both universal, as it has hardwired physiological roots, and individually varying, as it exists and develops through a person's interactions with their sociocultural context. The model charts ways in which working with individual differences can lead to meaningful engagement and learning.

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兴趣发展的四阶段模型：处理个体差异

虽然对兴趣的概念化有各种各样的方法，但在这里，我们将讨论兴趣发展的四阶段模型（Hidi & Renninger, 2006）。兴趣是普遍的，因为所有人都有这样的经历，它有生理根源。兴趣也是个体变化的，因为兴趣的触发受到遗传、个人特征、与其他人的互动以及环境设计的影响。鉴于兴趣对参与和学习的重要性，个体差异值得认真考虑。此外，对于教育工作者（如教师、家长）来说，理解兴趣是至关重要的：(a)是可塑的，可以支持发展；(b)有正常波动；(c)有一个长期的线性轨迹，(d)生理上是固定的，因此任何正常运作的个体都可以预期会产生兴趣。兴趣对学习至关重要，承认个体差异也是如此。这篇文章讨论了关注四阶段模型的好处，在这个模型中，兴趣被概念化为一个可以发展的动机变量。我们解释说，兴趣是普遍的，因为它有固定的生理根源，并且个体变化，因为它通过一个人与他们的社会文化背景的相互作用而存在和发展。该模型描绘了处理个体差异可以导致有意义的参与和学习的方式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).