Here’s the TRIQ: The Tromsø Interest Development Questionnaire Based on the Four-Phase Model of Interest Development

The Tromsø Interest Questionnaire (TRIQ) is the first suite of self-report subscales designed for focused investigations on how interest is experienced in relation to Hidi and Renninger’s four-phase model of interest development. In response to the plethora of varied interest measures that already exist in terms of theoretical grounding, form, and tested quality, the TRIQ subscales were designed with a consistent form to measure general interest, situation dependence, positive affect, competence level, competence aspirations, meaningfulness, and self-regulation answered in relation to some object of interest. Two studies testing the subscales’ performance using different objects of interest (self-chosen “object-general,” and prespecified “object-specific”) provide evidence of the subscales’ internal consistency, temporal reliability, and phase-distinguishing validity. Patterns across the two studies demonstrate that the TRIQ is a sufficiently reliable and valid domain-tailorable tool that is particularly effective at distinguishing phase 1 (triggered situational) from phase 4 (well-developed individual) interest. The findings raise interesting questions for further investigation about the distinction and distance between all interest phases, the push-pull factors that influence how interests evolve and additional subscales to add to the suite.

Pengembangan Bakat dan Minat Peserta Didik Di Madrasah Ibtidaiyah Miftahul Muna Kesilir Banyuwangi

Each student has different potentials from one another, because each person is indeed born with a variety of different talents and has brought out his or her own nature, namely good nature that encourages tawhid and other natural qualities in the form of various innate potentials such as talents, intellectual abilities and others. The research approach used is a descriptive qualitative approach with the type of case study. The techniques used are interviews, observation, and documentation. While the validity of the data used triangulation of techniques and sources. The results of this study indicate: (1) Mina talents at MI Miftahul Muna through recruitment where students choose and register themselves to take part in the extracurricular program. Such as: drumband, dance, qiroat, scout, Pencak Silat, Chess, Volleyball, football, hadrah, singing, fashion, culinary, and calligraphy. (2) Interest talent planning, namely: Learning Implementation Plan, preparing experts who are competent in their fields as well as students recruited through extracurricular registration. Except for the drum band in this case bringing in experts from outside. (3) Implementation of talent and interest development at Madrasah Ibtidaiyah Miftahul Muna Kesilir, which is carried out once a week every Friday unless the drumband is held on Fridays and Sundays and if you want to appear at certain events, you can adjust the trainer's schedule or not. (4) Supervision is carried out directly at the time of the activity and some is carried out in an indirect way such as in this drumband activity because it brings in a trainer and is reported to the Madrasah Head. Keywords: Development; Talents and Interests; Students Setiap peserta didik memiliki potensi yang berbeda-beda antara satu dengan yang lain, karena setiap orang memang dilahirkan dengan berbagai bakat yang berbeda-beda dan telah membawa fitrahnya masing-masing, yaitu fitrah baik yang mendorong bertauhid maupun fitrah lainnya dalam bentuk berbagai potensi bawaan seperti bakat, kemampuan intelektual dan lain-lain. Pendekatan penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan jenis studi kasus, Adapun tehnik yang digunakan adalah wawancara, observasi, dan dokumentasi. Sedangkan keabsahan data menggunakan triangulasi tehnik dan sumber. Hasil penelitian ini menunjukkan: (1) Pemetaan bakat mina di MI Miftahul Muna melalui perekrutan dengan peserta didik memilih dan mendaftarkan diri mengikuti program ekstrakurikuler. Seperti: drumband, tari, qiroat, pramuka, Pencak Silat, Catur, Bola Volly, Sepak Bola, hadrah, menyanyi, tata busana, tata boga, dan kaligrafi. (2) Perencanaan bakat minat, yaitu: Rencana Pelaksanaan Pembelajaran, menyiapkan tenaga ahlinya yang berkompeten dibidangnya serta peserta didik yang direkrut melalui pendaftaran ekstrakurikuler. Kecuali drum band dalam hal ini mendatangkan tenaga ahli dari luar. (3) Pelaksanaan pengembangan bakat dan minat di Madrasah Ibtidaiyah Miftahul Muna Kesilir yaitu dilaksanakan seminggu sekali setiap hari jum’at kecuali drumband dilaknakan hari Jum’at dan Minggu serta kondisional jika mau tampil pada event-event tertentu menyesuaikan jadwal pelatih bisa atau tidak. (4) Pengawasan dilakukan secara langsung pada saat kegiatan dan ada pula yang dilakukan dengan cara tidak langsung seperti yang dilakukan di kegiatan drumband ini karena mendatangkan pelatih dan dilaporkan ke Kepala Madrasah. Kata Kunci: Pengembangan; Bakat dan Minat; Peserta didik

Authentic STEM research, practices of science, and interest development in an informal science education program

Background Two critical challenges in science education are how to engage students in the practices of science and how to develop and sustain interest. The goal of this study was to examine the extent to which high school youth, the majority of whom are members of racial and ethnic groups historically underrepresented in STEM, learn the skills and practices of science and in turn develop interest in conducting scientific research as part of their career pursuits. To accomplish this goal, we applied Hidi and Renninger’s well-tested theoretical framework for studying interest development in the context of a museum-based, informal science education (ISE) program. We used a mixed methods approach, incorporating both survey and interview data, to address three research questions: (1) As youth engage in authentic science research, do they develop perceived competence in mastering the skills and practices of science? (2) Do participants increase, maintain, or decrease interest in science research as a result of this experience? (3) How does participation in scientific practices manifest in non-program contexts? Results Our study yielded three main results. First, we found that participants developed competence in mastering several of the skills and practices of science. Strikingly, there was significant improvement in self-reported level of competency for 15 specific research skills. Second, we found that participants maintained their interest in scientific research over time. Our post-survey results revealed that one hundred percent of students were either excited about or expressed deep interest in scientific research. Based on a Phases of Interest Development Rubric developed for this study, most participants exhibited emerging individual interest. Finally, participants exhibited significant increases in the frequency in which they engaged in scientific practices outside of the program. Conclusions Our findings suggest that participation in authentic research in an ISE context affords youth critical opportunities for gaining mastery of several of the skills and practices of science, which in turn reinforces, and in some cases increases participants’ interest in scientific research beyond the span of the program.

A Case Study: Using a Neuro-Physiological Measure to Monitor Students’ Interest and Learning during a Micro:Bit Activity

Interest plays a critical role in learning and development. It is able to compel students toward short term exploration, motivating them toward the pursuit of future goals, as well as leading to the development of knowledge and cognitive abilities. Interest also enables students to rise above perceived restrictions and limitations to achieve their goals. Interest therefore plays a significant role in learning and development. Currently, most of the extant research on interest has been typically done using self-report surveys or by observations, which may be somewhat subjective in nature. This study therefore aims to further deepen our understanding of the value of interest on learning, and more importantly, suggests a novel method of tracing interest development over time. An alternative measure of interest through the use of neuro-physiological markers is suggested, with examples based on two case studies out of a class of 22 students. The Empatica E4 wristband was used to collect electrodermal activity (EDA) data to capture instances of triggered interest during a 10-week curriculum, which were triangulated with behavioral observations. The study found that EDA is a possible measure for recording and tracing interest development in students, providing a more nuanced and objective measure of interest development.

“Was that Interesting?” & “Does it Matter?”: The implications of On-Task learning experiences

Interest is a critical fuel for and outcome of learning. Building on and refocusing the Four- Phase Model of interest development, this study provides a window into the ecology of the learning experience and interest it generates. This research tests a task interest model for understanding learning experiences in three university courses (mathematics, biochemistry and introduction to physics for non-majors) and pilots a micro-analytic approach to capturing these experiences during lectures/tutorials. Students' interest in tasks, a single class and the domain of study were collected. Short surveys were conducted through an online platform during class, immediately following task experiences. Latent variance-based modelling suggested strong forward connections between interest in most tasks were observed. The connections between prior knowledge and interest with future interest in course tasks varied strongly and was dependent on the nature of the tasks. The nuance of these connections and their implications for theory and practice are discussed.

Can You Develop New Interests? an Improved Instrument for Measuring Implicit Theories of Interest Development

O’Keefe et al. (2018) did not sufficiently narrow the implicit theory-of-interest development to accurately address the targeted domain: potential development of an entirely new interest. This was revealed when current participants expressed alternative interpretations of the word “change” in the indicator’s stem. This study therefore sought to first characterize a way to think about implicit theories of interest and refine the wording. However, the revised items revealed low reliability in a targeted population of Singaporeans. Was this due to the manipulation of the questions or the new test population? This was evaluated by following the same sampling procedure as O’Keefe et al. (2018) and participants were presented with both the revised and the original versions of the items. Factor analysis revealed a preferred factor structure for both versions having potential implications for understand implicit theories, as well as the dimensions of implicit theories-of-interests specifically.