Skip to main content
SpringerLink
Log in

The Promotion and Development of Interest: The Importance of Perceived Values

  • Chapter
  • First Online:
The Science of Interest

Abstract

It is tempting to consider the development of interest as an intra-individual process. That is, whether a person becomes interested in a topic can be attributed mostly to individual differences in temperament and personality characteristics. However, motivation in general, and interest development in particular, is also a social phenomenon that may be influenced by one’s interactions with people while engaging in the activity of interest. In this chapter, we first outline the role of perceived value in the development of interest. Second, we review a program of research designed to enhance interest by facilitating perceptions of value for an activity. Third, we discuss how other people in our lives both directly and indirectly influence value and, as a result, the development of interest. Although the majority of the extant research literature is focused on direct interventions to influence value, and thereby interest, we outline several indirect pathways through which the social context can also contribute to an individual’s perception of value. We encourage researchers to explore the direct and indirect influences of the social context on value through both observational and experimental studies so that we can discover additional mechanisms that help explain how interest develops.

Author Note:

Please direct correspondence to Chris Hulleman, Center for Advanced Study of Teaching and Learning, University of Virginia, PO Box 400877, Charlottesville, VA, 22904, chris.hulleman@virginia.edu. This research was supported by NSF (DRL 1252463 and 1534835) Grants to the first author, NSF (DRL 1420271) and NIH (1R01GM098462). Grants to the second author, and NIH Grant R01GM102703 to the last author.

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

Access this chapter

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

Institutional subscriptions

References

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

    Article  Google Scholar 

  • Alexander, J. M., Johnson, K. E., & Leibham, M. E. (2015). Emerging individual interests related to science in young children. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in mathematics and science learning (pp. 261–280). Washington, DC: American.

    Chapter  Google Scholar 

  • Allen, J., Muragishi, G. A., Smith, J. L., Thoman, D. B., & Brown, E. R. (2015). To grab and to hold: Cultivating communal goals to overcome cultural and structural barriers in first generation college students’ science interest. Translational Issues in Psychological Science, 1, 331–341.

    Article  PubMed  PubMed Central  Google Scholar 

  • Anderson, L. W., Jacobs, J., Schramm, S., & Splittgerber, F. (2000). School transitions: Beginning of the end or new beginning? International Journal of Educational Research, 33, 325–339.

    Article  Google Scholar 

  • Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6), 359–372.

    Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Bong, M. (2001). Role of self-efficacy and task-value in predicting college students’ course performance and future enrollment intentions. Contemporary Educational Psychology, 26(4), 553–570.

    Article  PubMed  Google Scholar 

  • Brown, E. R., Smith, J. L., Thoman, D. B., Allen, J., & Muragishi, G. (2015). From bench to bedside: A communal utility value intervention to enhance students’ science motivation. Journal of Educational Psychology, 107, 1116–1135.

    Google Scholar 

  • Brown, E. R., Thoman, D. B., Smith, J. L., & Diekman, A. B. (2015). Closing the communal goal gap: The importance of communal affordances in science career motivation. Journal of Applied Social Psychology, 45, 662–673.

    Google Scholar 

  • Canning, E. A., & Harackiewicz, J. M. (2015). Teach it, don’t preach it: The differential effects of directly-communicated and self-generated utility–value information. Motivation Science, 1(1), 47–71.

    Article  PubMed  PubMed Central  Google Scholar 

  • Cole, J. S., Bergin, D. A., & Whittaker, T. A. (2008). Predicting student achievement for low stakes tests with effort and task value. Contemporary Educational Psychology, 33(4), 609–624.

    Article  Google Scholar 

  • Cook, T. D. (2002). Randomized experiments in educational policy research: A critical examination of the reasons the educational evaluation community has offered for not doing them. Educational Evaluation and Policy Analysis, 24(3), 175–199.

    Article  Google Scholar 

  • Cooley, C. H. (1902). Human nature and the social order. New York: Scribner.

    Google Scholar 

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

    Book  Google Scholar 

  • Diekman, A. B., Brown, E. R., Johnston, A. M., & Clark, E. K. (2010). Seeking congruity between goals and roles: A new look at why women opt out of science, technology, engineering, and mathematics careers. Psychological Science, 21, 1051–1057.

    Article  PubMed  Google Scholar 

  • Durik, A. M., & Harackiewicz, J. M. (2007). Different strokes for different folks: How personal interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99, 597–610.

    Article  Google Scholar 

  • Durik, A. M., Hulleman, C. S., & Harackiewicz, J. M. (2015). One size fits some: Instructional enhancements to promote interest don’t work the same for everyone. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in mathematics and science learning (pp. 49–62). Washington, DC: American Educational Research Association.

    Google Scholar 

  • Durik, A. M., Shechter, O., Noh, M. S., Rozek, C. R., & Harackiewicz, J. M. (2015). What if I can’t? Perceived competence as a moderator of the effects of utility value information on situational interest and performance. Motivation and Emotion, 39, 104–118.

    Google Scholar 

  • Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98, 382–393.

    Article  Google Scholar 

  • Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78–89.

    Article  Google Scholar 

  • Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75–146). San Francisco, CA: W. H. Freeman.

    Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.

    Article  Google Scholar 

  • Frenzel, A. C., Goetz, T., Pekrun, R., & Watt, H. M. G. (2010). Development of mathematics interest in adolescence: Influences of gender, family, and school context. Journal of Research on Adolescence, 20(2), 507–537. doi:10.1111/j.1532-7795.2010.00645.x.

    Article  Google Scholar 

  • Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environments and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17(5), 478–493.

    Article  Google Scholar 

  • Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51(9), 1226–1240. doi:10.1037/dev0000028.

  • Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107, 663–677. doi:10.1037/edu0000003.

  • Gniewosz, B., Eccles, J. S., & Noack, P. (2015). Early adolescents’ development of academic self‐concept and intrinsic task value: The role of contextual feedback. Journal of Research on Adolescence, 25(3), 459–473.

    Article  Google Scholar 

  • Harackiewicz, J. M., & Barron, K. E. (2004). Conducting social psychological research in educational settings: “Lessons we learned in school”. In A. T. Panter, C. Sansone, & C. C. Morf (Eds.), The sage handbook of methods in social psychology (pp. 471–484). Thousand Oaks, CA: SAGE Publications.

    Google Scholar 

  • Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284–1295.

    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, 316–330.

    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, 562–575.

    Article  Google Scholar 

  • Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2016). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology, 111(5), 745–765. doi:10.1037/pspp0000075.

    Article  PubMed  Google Scholar 

  • Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink, E. A., & 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, 105–122.

    Article  Google Scholar 

  • Harackiewicz, J. M., & Hulleman, C. S. (2010). The importance of interest: The role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4, 42–52. doi:10.1111/j.1751-9004.2009.00207.x.

    Article  Google Scholar 

  • Harackiewicz, J. M., & Knogler, M. (2017). Interest: Theory and application. In A. J. Elliot, D. Yeager, & C. Dweck (Eds.), Handbook of competence and motivation (Second Edition): Theory and application. New York: Guilford.

    Google Scholar 

  • Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 43, 899–906. doi:10.1177/0956797611435530.

    Article  Google Scholar 

  • Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy Insights from the Behavioral and Brain Sciences, 3, 220–227. doi:10.1177/2372732216655542.

  • Harackiewicz, J. M., Tibbetts, Y, Canning, E. A., & Hyde, J. S. (2014). Harnessing values to promote motivation in education. In S. Karabenick & T. Urden (Eds.), Motivational interventions, Advances in motivation and achievement (Vol. 18, pp 71–105). Emerald Group Publishing.

    Google Scholar 

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

    Article  Google Scholar 

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

    Article  Google Scholar 

  • Hulleman, C. S., & Barron, K. E. (2016). Motivation interventions in education: Bridging theory, research, and practice. In L. Corno & E. M. Anderman (Eds.), Handbook of educational psychology (3rd ed., pp. 160–171). New York: Routledge, Taylor and Francis.

    Google Scholar 

  • Hulleman, C. S., Dicke, A., Kosovich, J., & Thoman, D. (2016, January). The role of perceived social norms and parents’ value in the development of interest in biology. Poster presented at the annual meeting of the Society for Personality and Social Psychology. San Diego, CA.

    Google Scholar 

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

    Article  Google Scholar 

  • Hulleman, C. S., Godes, O., Hendricks, B., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880–895.

    Article  Google Scholar 

  • Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410–1412.

    Article  PubMed  Google Scholar 

  • Hulleman, C. S., Hendricks, B., & Harackiewicz, J. M. (2007, April). The role of utility value in promoting classroom interest. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

    Google Scholar 

  • Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. (2017). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology, 109(3), 387–404.

    Google Scholar 

  • Jackson, M.C., Galvez, G., Landa, I., Buonora, P., & Thoman, D. B. (2016). Science that matters: The importance of a cultural connection in underrepresented students’ science pursuit. CBE Life Sciences Education, 15, 1–12.

    Google Scholar 

  • Jacobs, J. E., & Eccles, J. S. (2000). Parents, task values, and real-life achievement-related choices. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 405–439). New York: Academic Press.

    Chapter  Google Scholar 

  • Jacobs, J. E., Davis-Kean, P., Bleeker, M., Eccles, J. S., & Malanchuk, O. (2005). I can, but I don’t want to: The impact of parents, interests, and activities on gender differences in math. In A. Gallagher & J. Kaufman (Eds.), Gender difference in mathematics (pp. 246–263). New York: Cambridge University Press.

    Google Scholar 

  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509–527.

    Article  PubMed  Google Scholar 

  • Jacobs, J. E., Vernon, M. K., & Eccles, J. S. (2005). Activity choices in middle childhood: The roles of gender, self-beliefs, and parents’ influence. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 235–254). Mahwah, NJ: Lawrence Earlbaum Associates.

    Google Scholar 

  • Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of peer relationships in student academic and extracurricular engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 387–401). New York: Springer.

    Chapter  Google Scholar 

  • Kindermann, T. A. (2007). Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78(4), 1186–1203. doi:10.1111/j.1467-8624.2007.01060.x.

    Article  PubMed  Google Scholar 

  • Knogler, M., Harackiewicz, J. M., Gegenfurtner, A., & Lewalter, D. (2015). How situational is situational interest? Investigating the longitudinal structure of situational interest. Contemporary Educational Psychology, 43, 39–50.

    Google Scholar 

  • Leibham, M. B., Alexander, J. M., & Johnson, K. E. (2005). Parenting behaviors associated with the maintenance of preschoolers’ interests: A prospective longitudinal study. Journal of Applied Developmental Psychology, 26, 397–414.

    Article  Google Scholar 

  • Lewin, K. (1935). A dynamic theory of personality. New York: McGraw-Hill.

    Google Scholar 

  • Mac Iver, D. J., Stipek, D. J., & Daniels, D. H. (1991). Explaining within-semester changes in student effort in junior high school and senior high school courses. Journal of Educational Psychology, 83(2), 201–211.

    Article  Google Scholar 

  • Master, A., Butler, L. P, & Walton, G. M. (2017). How the subjective relationship between the self, others, and a task drives interest. In P. A. O’Keefe & J. M. Harackiewicz (Eds.), The science of interest. Cham: Springer, (this volume).

    Google Scholar 

  • McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44, 137–146.

    Article  Google Scholar 

  • Meade, G. H. (1934). Mind, self, and society. Chicago: University of Chicago Press.

    Google Scholar 

  • Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60–70.

    Article  Google Scholar 

  • Morgan, C., Isaac, J. D., & Sansone, C. (2001). The role of interest in understanding the career choices of female and male college students. Sex Roles, 44(5–6), 295–320.

    Article  Google Scholar 

  • O’Keefe, P. A., & Linnenbrink-Garcia, L. (2014). The role of interest in optimizing performance and self-regulation. Journal of Experimental Social Psychology, 53, 70–78.

    Article  Google Scholar 

  • Parker, J. G., Rubin, K. H., Erath, S. A., Wojslawowicz, J. C., & Buskirk, A. A. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. C. D. J. Cohen (Ed.), Developmental psychopathology, Vol 1: Theory and method (2nd ed., pp. 419–493). Hoboken, NJ: John Wiley & Sons Inc.

    Google Scholar 

  • Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1), 14–32.

    Article  Google Scholar 

  • Prentice, D. A., & Miller, D. T. (1993). Pluralistic ignorance and alcohol use on campus: Some consequences of misperceiving the social norm. Journal of Personality and Social Psychology, 64(2), 243–256.

    Article  PubMed  Google Scholar 

  • Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 373–404). San Diego, CA: Academic Press, Inc.

    Chapter  Google Scholar 

  • Renninger, K., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46, 168–184. doi:10.1080/00461520.2011.587723.

    Article  Google Scholar 

  • Renninger, K. A., & Hidi, S. (2016). The power of interest for motivation and engagement. New York: Routledge.

    Google Scholar 

  • Renninger, K. A., & Su, S. (2012). Interest and its development. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 167–187). Oxford, UK: Oxford University Press.

    Google Scholar 

  • Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–19). New York: Springer.

    Chapter  Google Scholar 

  • Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10, 321–352.

    Article  PubMed  Google Scholar 

  • Ross, L., Greene, D., & House, P. (1977). The “false consensus effect”: An egocentric bias in social perception and attribution processes. Journal of Experimental Social Psychology, 13(3), 279–301.

    Article  Google Scholar 

  • Ross, L., Lepper, M., & Ward, A. (2010). Major developments in five decades of social psychology. In S. T. Fiske, D. T. Gilbert, & G. Lindzey (Eds.), The handbook of social psychology (Vol. I, 5th ed., pp. 3–50). Hoboken, NJ: John Wiley & Sons, Inc.

    Google Scholar 

  • Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2014). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107(1), 195–206.

    Article  Google Scholar 

  • Rozek, C. S., Svoboda, R. C., Harackiewicz, J. M., Hulleman, C. S., & Hyde, J. S. (2017). Utility-value intervention with parents increases students’ STEM preparation and career pursuit. Proceedings of the National Academy of Science, 114, 909–914.

    Article  Google Scholar 

  • Ryan, A. M. (2000). Peer groups as a context for the socialization of Adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35(2), 101–111. doi:10.1207/S15326985EP3502_4.

    Article  Google Scholar 

  • Ryan, A. M. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72(4), 1135–1150. doi:10.1111/1467-8624.00338.

    Article  PubMed  Google Scholar 

  • Shechter, O. G., Durik, A. M., Miyamoto, Y., & Harackiewicz, J. M. (2011). The role of utility value in achievement behavior: The importance of culture. Personality and Social Psychology Bulletin, 37(3), 303–317.

    Article  PubMed  Google Scholar 

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

    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. 183–211). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Schreier, B., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Lüdtke, O., Nagengast, B., & Trautwein, U. (2014). Der Wert von Mathematik im Klassenzimmer: Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler [The value of mathematics in the classroom: The importance of a relevanceoriented learning environment for students’ value beliefs]. Zeitschrift für Erziehungswissenschaft, 17(2), 225–255. doi:10.1007/s11618-014-0537-y.

    Article  Google Scholar 

  • Simons, J., Dewitte, S., & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you’ll know what you learn! British Journal of Educational Psychology, 74(3), 343–360.

    Article  PubMed  Google Scholar 

  • Smith, J. L., Cech, E., Metz, A., Huntoon, M., & Moyer, C. (2014). Giving back or giving up: Native American student experiences in science and engineering. Cultural Diversity and Ethnic Minority Psychology, 20, 413–429.

    Article  PubMed  Google Scholar 

  • Swann, W. B., & Bosson, J. K. (2008). Identity negotiation: A theory of self and social interaction. In J. P. Oliver, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (3rd ed., pp. 448–471). New York: Guilford Press.

    Google Scholar 

  • Thoman, D. B., Brown, E. R., Mason, A. Z., Harmsen, A. G., & Smith, J. L. (2015). The role of altruistic values in motivating underrepresented minority students for biomedicine. Bioscience, 65, 183–188.

    Article  PubMed  Google Scholar 

  • Thoman, D. B., Sansone, C., & Geerling, D. (2017). The dynamic nature of interest: Embedding interest within self-regulation. In P. A. O’Keefe & J. M. Harackiewicz (Eds.), The science of interest. Cham: Springer, (this volume).

    Google Scholar 

  • Tice, D. M., & Wallace, H. M. (2003). The reflected self: Creating yourself (as you think) other see you. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity (pp. 91–105). New York: Guilford.

    Google Scholar 

  • Tibbetts, Y., Harackiewicz, J. M., Priniski, S. J., & Canning, E. A. (2016). Broadening participation in the life sciences with social–psychological interventions. CBE-Life Sciences Education, 15(3), es4. doi:10.1187/cbe.16-01-0001.

    Article  PubMed  PubMed Central  Google Scholar 

  • Updegraff, K. A., Eccles, J. S., Barber, B. L., & O’Brien, K. M. (1996). Course enrollment as self-regulatory behavior: Who takes optional high school math courses? Learning and Individual Differences, 8, 239–259.

    Article  Google Scholar 

  • Vallerand, R. J. (2017). On the two faces of passion: The harmonious and the obsessive. In P. A. O’Keefe & J. M. Harackiewicz (Eds.), The Science of Interest. Cham: Springer, (this volume).

    Google Scholar 

  • Wang, M. (2012). Educational and career interests in math: A longitudinal examination of the links between classroom environment, motivational beliefs, and interests. Developmental Psychology, 48(6), 1643–1657.

    Article  PubMed  Google Scholar 

  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.

    Article  Google Scholar 

  • Xiang, P., Chen, A., & Bruene, A. (2005). Interactive Impact of Intrinsic Motivators and Extrinsic Rewards on Behavior and Motivation Outcomes. Journal of Teaching in Physical Education, 24, 179–197.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Virginia, Charlottesville, VA, USA

    Chris S. Hulleman

  2. San Diego State University, San Diego, CA, USA

    Dustin B. Thoman

  3. University of California, Irvine, CA, USA

    Anna-Lena Dicke

  4. Department of Psychology, University of Wisconsin, Madison, WI, USA

    Judith M. Harackiewicz

Authors
  1. Chris S. Hulleman
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Dustin B. Thoman
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Anna-Lena Dicke
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Judith M. Harackiewicz
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Chris S. Hulleman .

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

Hulleman, C.S., Thoman, D.B., Dicke, AL., Harackiewicz, J.M. (2017). The Promotion and Development of Interest: The Importance of Perceived Values. In: O'Keefe, P., Harackiewicz, J. (eds) The Science of Interest. Springer, Cham. https://doi.org/10.1007/978-3-319-55509-6_10

Download citation

Publish with us

Policies and ethics

Search

Navigation