Interest and Identity Development in Instruction: An Inductive Model

作者：K. Ann Renninger · 发表于：Educational Psychologist · 年份：2009 · DOI：10.1080/00461520902832392 · 被引用次数：330 · 研究领域：Innovative Education and Learning Practices、Education, Achievement, and Giftedness、Psychological and Educational Research Studies

An inductive model is proposed that suggests that support for the development and deepening of interest can be aided by knowledge of identity development. The model suggests that instructional practice would be usefully informed were educators (e.g., teachers, parents, museum curators, counselors) to have information about both the phase of a learner's interest and age-related expectations about their identity development, when working to promote learning of particular disciplinary content. Research describing phases in the development of interest and the age-related challenges and expectations specific to self-representation is reviewed, followed by evidence from the literature that provides preliminary support for the model. Research directions needed to challenge and refine the model follow.