• Causes •
• Causes •
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What causes people to be in interested in the things they are? Well that really does depend on the person, now doesn't it? In an attempt to find out Educational Psychologist David A. Bergin found eight induvial factors that influence's the development of interest. He also found 12 situational factors that play a role in that process as well. Below you will find each of those factors along with a brief description on them.
To be clear, both sets of factors are interconnected. That is to say that we can not look at either set in a vacuum and say that ones interest was developed through any one factor alone. It is better to look at factors a teacher can control and work with are called situational factors. The factors that are outside of the teachers ability or scope of control are referred to as induvial factors. Keep this in mind when trying to look at any of these factors to applied in your classroom.
Individual Factors
Belongingness- Human beings are social creatures so we often develop interest's based on a need to belong to a group.
Cultural Values- Falling under belongingness, we often develop interest that revolve around a shared cultural value.
Identification- As we grow up and experience life we start to be able to recognize things in life that we are able to relate to. This is the start of our identity. The more we develop the less likely new our foreign concepts will interest us.
Social Support- This relates to those that we surround ourselves with. Through this we can become interested in things that our friends or family introduce us too. This is also a key to developing relationships.
Emotions- Emotions have a massive influence over the things that we do or do not find interesting. For example, someone has a bad experience watching a horror movie the likely hood of them to watch more is diminished. But if that same person had a good experience and enjoyed it their interest will be increased.
Competence- The likely hood of you developing interest in something you believe you would be good at is more significant then in developing interest in something you believe you would not be successful in. For example. Say Samantha has played the violin before she went into high school. It is not likely she would try to play a woodwind instrument in band. Her competency is much greater than her incompetency in say a clarinet.
Utility-Goal Relevance- How relevant or the usefulness of any topic plays a role in the development of interest and pursuit of that given topic. This can be difficult in a classroom environment. Mainly being how difficult it can be to make many school subjects relevant to what young adults would be interested in unless that had an inherent interest in the subject already.
Holes in the schema- This can be closely related to Utility-Relevance Factors. The main difference is where the interest can be developed. For example, if a historian as a high level of knowledge in Japanese history then any perceived lack of knowledge will spark interest and new information. But because many history majors are afraid of math the likely hood of them asking math professors to answer questions on new math ideas is slim.
Situational Factors
Hands-On- Teachers will often try to capture the attention and get students interested in a topic by presenting hands on activities. It is important to note that this doesn't not guarantee student learning. Can be both helped by and hindered by the competency individual factor
Discrepancy- This can be useful when you present information that contradicts what a student believes already. They will be interested in understanding this discrepancy. Can be paired with a whole in a schema individual factor to garner greater interest.
Novelty- When we introduce new ideas or topics to students they are likely to develop interest in that new thing. But if this is the only factor at play there is a high probability that interest will be lost. This can be paired well in the Emotion factor. IF we are able to link good emotions to new ideas this increases the probability of lasting interest and vice versa with a bad experience.
Food- Introducing a new topic while food is present can develop interest because food is not normally found in the classroom. Handing out candy in connection of the lesson can increase student participation.
Social Interaction- This situational factor will be heavily influenced by Belongingness. When we put students in groups for work there is a greater chance at the students paying attention and doing the work. The social interaction with their peers is what is key to this. We all like working with our friends.
Modeling- When people that we find people who are perceived as models or role models we are likely to be interested in a topic that they display interest in as well.
Games and Puzzles- These can be useful in engaging students because of the inherent enjoyment that comes with participating in a game or puzzle solving activity.
Content- This pertains to every person on the planet. Somethings just interest us more then other things. But certain topics can have an almost universal appeal this are the mostly things that well trigger interest. I.E. death, unexpected events, danger because of the emotional interest.
Biophilia- A theory that humans are fundamentally, genetically based to affiliate with life. People prefer natural environments to that of man made environments.
Fantasy- By creating a fantasy in connection to a certain topic we can develop an increased potential of interest. For example, students are asked to simulate a historical event and try and either get to the same outcome or a different outcome. This encourages students to have an understanding of the material in order to experience the fantasy of them changing the event.
Humor- This can be linked to the Emotion Individual Factor. When we experience humor typically this is a sign of a happy or positive experience which for the most part will always peek students interest.
Narrative- Story telling could possibly be the oldest form of teaching there is. Politicians use it, religious figures use it, our parents used it. A good story is always bound to capture the attention of students. This can be used to shape past negative experiences into new positive experiences.
So while not quite what we want but the point is Calvin now shows an interest in writing. If we can capitalize on this humorous idea we can get Calvin to peruse more writing like activities.
This is a perfect way to see how Social Interaction can be a negative influence on Susie's interest in the work.
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