Skip to main content
SpringerLink
Log in
Book cover

The Science of Interest pp 69–93Cite as

The Role of Interest in Learning: Knowledge Acquisition at the Intersection of Situational and Individual Interest

  • Chapter
  • First Online:

Abstract

The objective of this chapter is to illuminate the role of interest in knowledge acquisition. In this chapter, we make a distinction between situational interest and individual interest and explain how both are related to knowledge. We will argue that the relations between these three concepts are at the heart of the education endeavor. We present empirical findings showing that situational interest is a causal factor in the acquisition of knowledge. Individual interest is shown to be a by-product of knowledge and a causal factor in the emergence of situational interest. In the concluding paragraphs, we will propose a model that integrates our findings and present directions for future research.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    Considering the notion that situational interest must necessarily decrease as knowledge is acquired, we are rather skeptical that the idea of “maintained” situational interest (or “hold” situational interest) is appropriate (Linnenbrink-Garcia et al., 2010; Mitchell, 1993). As we have suggested elsewhere, maintenance of situational interest should be conceived as repeated arousal of situational interest (Rotgans & Schmidt, 2014a). Related to this, it should be noted that some interest researchers wrongly state that “catch” and “hold” of situational interest was proposed by Dewey (1913). Dewey referred to “catch” only once in his book Interest and Effort in Education and stated “It is not enough to catch attention; it must be held (p.91).” It is questionable whether attention is identical to situational interest. Moreover, Dewey did not refer to situational interest but to individual interest (Schraw & Lehman, 2001).

  2. 2.

    Berlyne (1954) did not assume that the person should be consciously aware of a gap between what he or she knows and what should be known. For him, the existence of a knowledge deficit is sufficient for situational interest to occur. We, however, noticed that students often are not metacognitively aware that they lack knowledge and therefore do not indicate higher levels of situational interest.

References

  • Abdelkhalek, N., Hussein, A., Gibbs, T., & Hamdy, H. (2010). Using team-based learning to prepare medical students for future problem-based learning. Medical Teacher, 32(2), 123–129. doi:10.3109/01421590903548539.

    Article  PubMed  Google Scholar 

  • Ainley, M. (2008). Interest: A significant thread binding cognition and affect in the regulation of learning. International Journal of Psychology, 43(3–4), 17–18.

    Google Scholar 

  • Ainley, M. (2012). Students' interest and engagement in classroom activities. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 283–302). New York: Springer Science + Business Media.

    Chapter  Google Scholar 

  • Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545–561.

    Article  Google Scholar 

  • Ainley, M., & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. Educational Psychology Review, 18(3), 267–286. doi:10.1007/s10648-006-9018-z.

    Article  Google Scholar 

  • Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10–14.

    Article  Google Scholar 

  • Alexander, P. A. (2004). A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process. In Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 273–298). Mahwah, NJ: N.J Lawrence Erlbaum Associates.

    Google Scholar 

  • Alexander, P. A., & Jetton, T. L. (1996). The role of importance and interest in the processing of text. Educational Psychology Review, 8(1), 89–121. doi:10.1007/BF01761832.

    Article  Google Scholar 

  • Alexander, P. A., Jetton, T. L., & Kulikowich, J. M. (1995). Interrelationship of knowledge, interest, and recall: Assessing a model of domain learning. Journal of Educational Psychology, 87(4), 559–575.

    Article  Google Scholar 

  • Alexander, P. A., Kulikowich, J. M., & Schulze, S. K. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31(2), 313–337.

    Article  Google Scholar 

  • Alexander, P. A., Sperl, C. T., Buehl, M. M., Fives, H., & Chiu, S. (2004). Modeling domain learning: Profiles from the field of special education. Journal of Educational Psychology, 96(3), 545.

    Article  Google Scholar 

  • Anderson, R. C., Shirey, L. L., Wilson, P. T., & Fielding, L. G. (Eds.). (1987). Interestingness of children’s reading material. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86–107.

    Article  Google Scholar 

  • Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34(2), 87–98. doi:10.1207/s15326985ep3402_2.

    Article  Google Scholar 

  • Berlyne, D. E. (1954). A theory of human curiosity. British Journal of Psychology, 45(3), 180–191.

    PubMed  Google Scholar 

  • Berlyne, D. E. (1957). Conflict and information-theory variables as determinants of human perceptual curiosity. Journal of Experimental Psychology, 53(6), 399–404.

    Article  PubMed  Google Scholar 

  • Berlyne, D. E. (1962). Uncertainty and epistemic curiosity. British Journal of Psychology, 53(1), 27–34.

    Article  PubMed  Google Scholar 

  • Berlyne, D. E. (1963). Complexity and incongruity variables as determinants of exploratory choice and evaluative ratings. Canadian Journal of Psychology/Revue canadienne de psychologie, 17(3), 274–290.

    Article  Google Scholar 

  • Berlyne, D. E. (1978). Curiosity and learning. Motivation and Emotion, 2(2), 97–175.

    Article  Google Scholar 

  • Berlyne, D. E., & McDonnell, P. (1965). Effects of stimulus complexity and incongruity on duration of EEG desynchronization. Electroencephalography and Clinical Neurophysiology, 18(2), 156–161.

    Article  PubMed  Google Scholar 

  • Deci, E. L. (1992). The relation of interest to the motivation of behavior: A self-determination theory perspective. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 43–70). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2004). Handbook of self-determination research. Rochester, NY: University of Rochester Press.

    Google Scholar 

  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3&4), 325–346.

    Article  Google Scholar 

  • Dewey, J. (1913). Interest and effort in education. Cambridge, MA: Riverside Press.

    Book  Google Scholar 

  • DiBenedetto, M. K., & Zimmerman, B. J. (2010). Differences in self-regulatory processes among students studying science: A microanalytic investigation. The International Journal of Educational and Psychological Assessment, 5, 2–24.

    Google Scholar 

  • Dohn, N. B. (2011). Situational interest of high school students who visit an aquarium. Science Education, 95(2), 337–357. doi:10.1002/Sce.20425.

    Article  Google Scholar 

  • Flowerday, T., Schraw, G., & Stevens, J. (2004). The role of choice and interest in reader engagement. Journal of Experimental Education, 72(2), 93–114.

    Article  Google Scholar 

  • Flowerday, T., & Shell, D. F. (2015). Disentangling the effects of interest and choice on learning, engagement, and attitude. Learning and Individual Differences, 40, 134–140. doi:10.1016/j.lindif.2015.05.003.

    Article  Google Scholar 

  • Fulmer, S. M., D’Mello, S. K., Strain, A., & Graesser, A. C. (2015). Interest-based text preference moderates the effect of text difficulty on engagement and learning. Contemporary Educational Psychology, 41, 98–110. doi:10.1016/j.cedpsych.2014.12.005.

    Article  Google Scholar 

  • Garner, R., Brown, R., Sanders, S., & Menke, D. J. (1992). “Seductive details” and learning from text. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 239–254). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Goetz, E. T., & Sadoski, M. (1995). The perils of seduction: Distracting details or incomprehensible abstractions? Reading Research Quarterly, 30(3), 500–511.

    Article  Google Scholar 

  • Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. Journal of Educational Research, 99(4), 232–245.

    Article  Google Scholar 

  • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92(2), 316–330. doi:10.1037//0022-0663.92.2.316.

    Article  Google Scholar 

  • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562–575. doi:10.1037//0022-0663.94.3.562.

    Article  Google Scholar 

  • Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105–122. doi:10.1037/0022-0663.100.1.105.

    Article  Google Scholar 

  • Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549–571.

    Article  Google Scholar 

  • Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Journal of Educational Psychology Review, 13(3), 191–209.

    Article  Google Scholar 

  • Hidi, S. (2006). Interest: A unique motivational variable. Educational Research Review, 1(2), 69–82.

    Article  Google Scholar 

  • Hidi, S., & Baird, W. (1988). Strategies for increasing text-based interest and students’ recall of expository texts. Reading Research Quarterly, 23(4), 465–483. doi:10.2307/747644.

    Article  Google Scholar 

  • Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.

    Article  Google Scholar 

  • Høgheim, S., & Reber, R. (2015). Supporting interest of middle school students in mathematics through context personalization and example choice. Contemporary Educational Psychology, 42, 17–25.

    Article  Google Scholar 

  • Hulleman, C. S., Durik, A. M., Schweigert, S. A., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100(2), 398–416. doi:10.1037/0022-0663.100.2.398.

    Article  Google Scholar 

  • Iran-Nejad, A. (1987). Cognitive and affective causes of interest and liking. Journal of Educational Psychology, 79(2), 120.

    Article  Google Scholar 

  • Iran-Nejad, A., & Cecil, C. (1992). Interest and learning: A biofunctional perspective. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 297–329). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Jerome I. Rotgans, Henk G. Schmidt, (2017) The relation between individual interest and knowledge acquisition. British Educational Research Journal 43 (2):350–371.

    Google Scholar 

  • Jirout, J., & Klahr, D. (2012). Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32(2), 125–160.

    Article  Google Scholar 

  • Jose, P. E., & Brewer, W. F. (1984). Development of story liking: Character identification, suspense, and outcome resolution. Developmental Psychology, 20(5), 911–924.

    Article  Google Scholar 

  • Kang, H., Scharmann, L. C., Kang, S., & Noh, T. (2010). Cognitive conflict and situational interest as factors influencing conceptual change. International Journal of Environmental and Science Education, 5(4), 383–405.

    Google Scholar 

  • Kang, M. J., Hsu, M., Krajbich, I. M., Loewenstein, G., McClure, S. M., Wang, J. T. Y., & Camerer, C. F. (2009). The wick in the candle of learning: Epistemic curiosity activates reward circuitry and enhances memory. Psychological Science, 20(8), 963–973.

    Article  PubMed  Google Scholar 

  • Kashdan, T. B., & Silvia, P. (Eds.). (2009). Curiosity and interest: The benefits of thriving on novelty and challenge (2nd ed.). New York: Oxford University Press.

    Google Scholar 

  • Kenny, D. A. (2005). Cross-Lagged panel design. New York: Wiley Online Library.

    Book  Google Scholar 

  • Koller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32(5), 448–470. doi:10.2307/749801.

    Article  Google Scholar 

  • Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(4), 989–998.

    PubMed  Google Scholar 

  • Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23–40.

    Article  Google Scholar 

  • Krapp, A. (2003). Interest and human development: An educational-psychological perspective. Development and motivation. British Journal of Educational Psychology, Monograph Series, II(2), 57–84.

    Google Scholar 

  • Krapp, A. (2007). An educational–psychological conceptualisation of interest. International Journal for Educational & Vocational Guidance, 7(1), 5–21. doi:10.1007/s10775-007-9113-9.

    Article  Google Scholar 

  • Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70(4), 647–671. doi:10.1177/0013164409355699.

    Article  Google Scholar 

  • Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116(1), 75–98.

    Article  Google Scholar 

  • Mattern, N., & Schau, C. (2002). Gender differences in science attitude-achievement relationships over time among white middle-school students. Journal of Research in Science Teaching, 39(4), 324–340.

    Article  Google Scholar 

  • Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary mathematics classroom. Journal of Educational Psychology, 85(3), 424–436.

    Article  Google Scholar 

  • Mussel, P. (2010). Epistemic curiosity and related constructs: Lacking evidence of discriminant validity. Personality and Individual Differences, 49(5), 506–510. doi:10.1016/J.Paid.2010.05.014.

    Article  Google Scholar 

  • Niemivirta, M., & Tapola, A. (2007). Self-efficacy, interest, and task performance: Within-task changes, mutual relationships, and predictive effects. Zeitschrift Fur Padagogische Psychologie, 21(3–4), 241–250. doi:10.1024/1010-0652.21.3.241.

    Article  Google Scholar 

  • Nieswandt, M. (2007). Student affect and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 44(7), 908–937. doi:10.1002/tea.20169.

    Article  Google Scholar 

  • O'Grady, G., Yew, E., Goh, K. P. L., & Schmidt, H. G. (2012). One-day, one-problem: An approach to problem-based learning. New York: Springer.

    Book  Google Scholar 

  • Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46(2), 147–165. doi:10.1002/Tea.20263.

    Article  Google Scholar 

  • Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87–111.

    Article  Google Scholar 

  • Reio, T. G. (2004). Prior knowledge, self-directed learning readiness, and curiosity: Antecedents to classroom learning performance. International Journal of Self-directed learning, 1(1), 18–25.

    Google Scholar 

  • Rotgans, J. I., O’Grady, G., & Alwis, W. A. M. (2011). Introduction: Studies on the learning process in the one-day, one-problem approach to problem-based learning. Advances in Health Sciences Education, 16(4), 443–448. doi:10.1007/s10459-011-9299-y.

    Article  PubMed  PubMed Central  Google Scholar 

  • Rotgans, J. I., & Schmidt, H. G. (2009). Examination of the context-specific nature of self-regulated learning. Educational Studies, 35(3), 239–253. doi:10.1080/03055690802648051.

    Article  Google Scholar 

  • Rotgans, J. I., & Schmidt, H. G. (2010). The motivated strategies for learning questionnaire: A measure for students’ general motivational beliefs and learning strategies? The Asia-Pacific Education Researcher, 19(2), 357–369. doi:10.3860/taper.v19i2.1603.

    Article  Google Scholar 

  • Rotgans, J. I., & Schmidt, H. G. (2011a). The intricate relationship between motivation and achievement: Examining the links between motivation, self-regulated learning, classroom behaviors, and academic achievement. International Journal of Teaching and Learning in Higher Education, 24, 197–208.

    Google Scholar 

  • Rotgans, J. I., & Schmidt, H. G. (2011b). Situational interest and academic achievement in the active-learning classroom. Learning and Instruction, 21(1), 58–67. doi:10.1016/J.Learninstruc.2009.11.001.

    Article  Google Scholar 

  • Rotgans, J. I., & Schmidt, H. G. (2012). Problem-based learning and student motivation: The role of interest in learning and achievement. In G. O’Grady, E. H. J. Yew, P. L. G. Goh, & H. G. Schmidt (Eds.), One-day, one-problem: An approach to problem-based learning (pp. 85–101). Singapore: Springer.

    Chapter  Google Scholar 

  • Rotgans, J. I., & Schmidt, H. G. (2014). Situational interest and learning: Thirst for knoweldge. Learning and Instruction, 32(August), 37–50. doi:10.1016/j.learninstruc.2014.01.002.

    Article  Google Scholar 

  • Rotgans, J. I., & Schmidt, H. G. (2016). How Individual Interest Influences Situational Interest and How Both are Related to Knowledge Acquisition: A Micro-Analytical Investigation. In Press.

    Google Scholar 

  • Rotgans, J. I., & Schmidt, H. G. (2017). The relationship between individual interest and knowledge acquisition. British Educational Research Journal, 43(2), 350–371.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

    Article  PubMed  Google Scholar 

  • Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3&4), 299–323.

    Article  Google Scholar 

  • Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3(3), 257–279.

    Article  Google Scholar 

  • Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 183–212). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Schiefele, U., & Rheinberg, F. (1997). Motivation and knowledge acquisition: Searching for mediating processes. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 251–301). London: Jai Press Inc..

    Google Scholar 

  • Schmidt, H. G., Rotgans, J. I., & Yew, E. H. J. (2011). The process of problem-based learning: What works and why. Medical Education, 45(8), 792–806. doi:10.1111/j.1365-2923.2011.04035.x.

    Article  PubMed  Google Scholar 

  • Schmidt, H. G., Van der Molen, H. T., Te Winkel, W. W. R., & Wijnen, W. H. F. W. (2009). Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44(4), 227–249.

    Article  Google Scholar 

  • Schraw, G. (1997). Situational interest in literary text. Contemporary Educational Psychology, 22(4), 436–456.

    Article  PubMed  Google Scholar 

  • Schraw, G. (1998). Processing and recall differences among seductive details. Journal of Educational Psychology, 90(1), 3–12. doi:10.1037//0022-0663.90.1.3.

    Article  Google Scholar 

  • Schraw, G., Bruning, R., & Svoboda, C. (1995). Sources of situational interest. Journal of Reading Behavior, 27(1), 1–17.

    Article  Google Scholar 

  • Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211–224.

    Article  Google Scholar 

  • Schraw, G., & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13(1), 23–52. doi:10.1023/a:1009004801455.

    Article  Google Scholar 

  • Schraw, G., & Lehman, S. (2009). Interest. Retrieved from http://www.education.com/reference/article/interest/

  • Silvia, P. J. (2008). Interest – The curious emotion. Current Directions in Psychological Science, 17(1), 57–60.

    Article  Google Scholar 

  • Sungur, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. Journal of Educational Research, 99(5), 307–317. doi:10.3200/JOER.99.5.307-320.

    Article  Google Scholar 

  • Tapola, A., Jaakkola, T., & Niemivirta, M. (2014). The influence of achievement goal orientations and task concreteness on situational interest. The Journal of Experimental Education, 82(4), 455–479.

    Article  Google Scholar 

  • Tapola, A., Veermans, M., & Niemivirta, M. (2013). Predictors and outcomes of situational interest during a science learning task. Instructional Science, 41(6), 1047–1064. doi:10.1007/s11251-013-9273-6.

    Article  Google Scholar 

  • Tin, T. B. (2008). Exploring the nature of the relation between interest and comprehension. Teaching in Higher Education, 13(5), 525–536. doi:10.1080/13562510802334764.

    Article  Google Scholar 

  • Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 64(1), 37–54.

    Article  Google Scholar 

  • Tsai, Y., Kunter, M., Lüdtke, O., Trautwein, U., & Ryan, R. M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100(2), 460–472. doi:10.1037/0022-0663.100.2.460.

    Article  Google Scholar 

  • van Dijk, T. A., & Kintsch, W. (1999). Strategies of discourse comprehension. New York: Academic Press.

    Google Scholar 

  • Wade, S. E. (1992). How interest affects learning from text. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and developmentt (pp. 281–296). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Zimmerman, B. J., & Kitsantas, A. (2005). The hidden dimension of personal competence: Self-regulated learning and practice. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 509–526). New York: The Guilford Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Nanyang Technological University, Singapore, Singapore

    Jerome I. Rotgans

  2. Erasmus University Rotterdam, Rotterdam, The Netherlands

    Henk G. Schmidt

Authors
  1. Jerome I. Rotgans
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Henk G. Schmidt
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jerome I. Rotgans .

Editor information

Editors and Affiliations

  1. Department of Psychology, Yale-NUS College, Singapore, Singapore

    Paul A. O'Keefe

  2. Department of Psychology, University of Wisconsin, Madison, Wisconsin, USA

    Judith M. Harackiewicz

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Rotgans, J.I., Schmidt, H.G. (2017). The Role of Interest in Learning: Knowledge Acquisition at the Intersection of Situational and Individual Interest. In: O'Keefe, P., Harackiewicz, J. (eds) The Science of Interest. Springer, Cham. https://doi.org/10.1007/978-3-319-55509-6_4

Download citation

Publish with us

Policies and ethics

Search

Navigation