Why Are My Students So Bored? Interest Theory

4-Phase Model of Interest Development From the Hidi & Renninger (2006) article 4-Phase Model of Interest Development Triggered Situational Interesting A momentary catching of attention. Things such as novelty, games, surprise, humor, and puzzles are effective at triggering interest. Example: A science teacher begins class with a flashy demonstration that gets the attention of all the students. But this interest could quickly fade.

4-Phase Model of Interest Development Maintained Situational Interest A more enduring and deeper interest in an activity. Maintained situational interest usually develops as a result of becoming involved and finding meaning in the activity. The interest has to be connected to the curricular content. Example: A science teacher has students share crazy weather experiences and the class spends time making sense of these experiences in terms of the scientific content.

4-Phase Model of Interest Development Emerging Individual Interest A more student-initiated interest in particular content or activities. Often develops out of activities that foster maintained situational interest (i.e., over time, maintained situational interest develops into individual interest). Example: After doing meaningful activities in science class about weather, a student begins to watch weather reports and learn more about tornados on her own.

4-Phase Model of Interest Development Well-Developed Individual Interest A deep interest in a particular activity or content area that is sustained by the individual. Develops over time as continued engagement results in increased knowledge, desire to engage, and connections to others with a similar interest. Example: A student pursues her interest in weather and develops a deep knowledge of weather. She engages in diverse weather-related activities ranging from tracking hurricanes to watching Storm Chasers on the Discovery Channel. She joins an online community of other weather aficionados.

Consequences of Interest If students at least have maintained situational interest, they are more likely to focus on learning, use effective learning strategies, remember what they learn, and persist in the face of failure. Seductive details can actually detract from learning. Seductive details are things that trigger interest but are totally disconnected from the content. Example: Interesting pictures in a textbook that don’t relate to the key ideas in the textbook.

Factors Related to Interest From the Bergin (1999) article Factors Related to Interest Individual Factors Contextual Factors Belongingness Cultural value Identification Social support Emotions Competence Utility-Goal Relevance Background Knowledge Hole in the schema Hands-On Discrepancy Novelty Food Social Interaction Visible Author Modeling Games & Puzzles Content Biophilia Fantasy Humor Narrative

Content Appreciation Viewing learning as worthwhile and valuable through experiencing: The enrichment of life that comes from applying the content in everyday experience. The satisfaction of achieving new insights and understandings An aesthetic appreciation for the content

Fostering Content Appreciation Teach content worth teaching. Frame the content and learning activities in ways that emphasize the affordances. Provide authentic activities. Socialize content appreciation.

Teach Content Worth Teaching Focus on the big ideas. “Artistic selection of content” Select content that has powerful affordances and rediscover the affordances of “classic” content. Affordances refers to the potential to: Illuminate issues, objects, or events of interest to students (i.e., potential to transform the way students see and experience their world). Be aesthetically pleasing. Be empowering. Solve problems and be useful in everyday experience.

Frame the Content Appropriately Provide task introductions that emphasize the affordances of the content: Its transformative potential (experiential value) Its aesthetic nature Its empowering qualities

An Example

Provide Authentic Activities Activities that allow students to experience the affordances of the content. Thus, activities that: Transform the way students see and experience their world. Yield aesthetic appreciation. Empower students. Solve problems and are useful in students’ everyday experience.

Socialize Content Appreciation Model your own interest in the content Express your passion and enthusiasm. Model how the content enriches your everyday experience. Show how it transforms the way you see and experience the world.

Flow Flow Anxiety Perceived level of challenge Apathy From the Csikszentmihalyi (1991) chapters Flow Flow = a state of high interest or intrinsic motivation; characterized by getting caught up in the moment or being “in the zone.” Anxiety Flow Perceived level of challenge Apathy Perceived Skill level

Interest Profiles For examples of motivation problems related to lack of interest, see the profiles of Safe Sally, Satisfied Santos, and Alienated Al. Sally seems to lack interest (too performance oriented and extrinsically motivated – see Goal Theory and Self-Determination Theory). Santos seems to have strong individual interests but little situational interest during school (and little performance concerns or extrinsic motivation – see Goal Theory and Self-Determination Theory). Al seems to shut down potential interest due to social concerns and lacks content appreciation.