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

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.