From Personal to Empirical Interests in the Light of the Four‑Phase Model by Suzanne D. Hidii and Ann K. Renninger and Selected Narratives of Qualitative Research Participants
Abstract
RESEARCH OBJECTIVE: The scientific aim of the article is to deepen understanding of the process of developing interests from personal to empirical ones with reference to the four-phase model of interest development by Suzanne D. Hidi and Ann K. Renninger.
THE RESEARCH PROBLEM AND METHODS: The research problem is included in the question: What is the process of the development of interests from personal to empirical ones with ref- erence to the model of interest development by Suzanne D. Hidi and Ann K. Renninger in the light of selected narratives of qualitative research participants? The research method is the method of biographical narrative analysis: thematic analysis of the collected material (Riessman, 2008) with the help of a digression-reflective essay.
THE PROCESS OF ARGUMENTATION: The research process was theoretical-cognitive and empirical in nature. The first step was developing theoretical foundations for understanding the problem. Then, we focused on the concept of interests according to the four-phase model of interest development by Suzanne D. Hidi and Ann K. Renninger. The next stage was the analysis and interpretation of the collected research material with the use of the narrative technique called a reflective-digression essay. The last step was drawing conclusions and suggesting postulates.
RESEARCH RESULTS: The analysis of the collected material showed the importance of the development of personal interests for professional development. The stages of development of these interests proceed in different ways, but individual (personal) interests are explored in an interdisciplinary dimension, which facilitates personal and social development of a human being.
CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: There is a need to correlate the above-mentioned interests, which may stimulate the development of all educational entities remaining in specific interpersonal relationships. Therefore, their specific features in the individualization of the educational process, especially at the academic level, should be reflected in educational curricula.
References
Ackerman Ph.L., & Heggestad, E.D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121(2), 219-245.
Adkins, D.C., & Kuder, G.F. (1940). The relation of primary mental abilities to activity preferences. Psychometrika, 5, 251-262.
Ainley, M.D., Hidi, S., & Berndorff, D. (2002). Interest, learning and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 1-17.
Bajcar, B., Borkowska, A., Czerw, A., Gąsiorowska, A., & Nosa, C.S. (2006). Psychologia preferencji i zainteresowań zawodowych. Przegląd teorii i metod. Ministerstwo Pracy i Polityki Społecznej. http://eurodoradztwo.praca.gov.pl/publikacje/34.pdf
Ciechowska, M., & Szymańska, M. (2018). Wybrane metody jakościowe w badaniach pedagogicznych. Wydawnictwo Naukowe Akademii Ignatianum w Krakowie.
Creswell, J.W. (2013). Projektowanie badań naukowych. Metody jakościowe, ilościowe i mieszane (J. Gilewicz, Trans.). Wydawnictwo Uniwersytetu Jagiellońskiego.
Dąbrowski, K. (1979). Osobowość i jej kształtowanie poprzez dezyntegrację pozytywną. Polskie Towarzystwo Higieny Psychicznej.
Gottfredson, G.D., Jones, E.M., & Holland, J.L. (1993). Personality and vocational interests: The relation of Holland’s six interest dimensions to five robust dimensions of personality. Journal of Counseling Psychology, 40(4), 518-524.
Hidi, S. (2000). An interest researcher’s perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone & J.M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 309-339). Academic Press. https://doi. org/10.1016/B978-012619070-0/50033-7
Hidi, S., & Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, (41)2, 111-127. DOI: 10.1207/s15326985ep 410
Holland, J.L. (1973). Making vocational choices: A theory of careers. Prentice Hall.
Jasiński, J. (2016). Pozytywne myślenie w rozwoju człowieka. Rocznik Teologii Katolickiej, 15, 7-13.
Kunowski, S. (2000). Podstawy współczesnej pedagogiki. Wydawnictwo Salezjańskie.
Michalski, Ł. (2017). Talent pedagogiczny 2.0 (meandry aktualizacji). Parezja, 1(7), 32-57. doi:10.15290/parezja.2017.07.03
Palinkas, L.A., Horwitz, S.M., Green, C.A., Wisdom, J.P., Duan, N., Hoagwood, V. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health Services Research, 42(5), 533-444. doi:10.1007/ s10488-013-0528-y
Panksepp, J. (2003). At the interface of the affective, behavioral and cognitive neurosciences: Decoding the emotional feelings of the brain. Brain and Cognition, 52(1), 4-14.
Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd ed.). SAGE Publications.
Pervin, L.A. (2002). Psychologia osobowości (M. Orski, Trans.). Gdańskie Wydawnictwo Psychologiczne.
Riessman, C.K. (2008). Narrative Methods for the Human Sciences. SAGE Publications.
Seligman, M.E.P. (2006). Optymizmu można się nauczyć. Jak zmienić swoje myślenie i swoje życie (A. Jankowski, Trans.). Media Rodzina.
Szmidt, K.J. (2005). Współczesne koncepcje wychowania do kreatywności i nauczania twórczości: przegląd stanowisk polskich. W: K.J. Szmidt (Ed.), Dydaktyka twórczości. Koncepcje – prob- lemy – rozwiązania (pp. 19-134). „Impuls”.
Szmidt, K.J. (2018). Kreatywność metodologiczna w badaniach pedagogicznych, Przegląd Badań Edukacyjnych. Educational Studies Review, 26(1), 139-158.
Szymańska, M. (2019). Portfolio w kształceniu nauczycieli. Wydawnictwo Naukowe Akademii Ignatianum w Krakowie.
Wojtyła, K. (2000). Osoba i czyn oraz inne studia antropologiczne. Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego.
Copyright (c) 2022 HORIZONS OF EDUCATION
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Authors who publish in this journal agree to the following terms:
- Authors retain the copyright to their work while granting the journal the right of first publication. The work will be simultaneously licensed under a CC BY-ND license, which permits others to share the work with proper credit given to the author and the original publication in this journal.
- Authors may enter into additional, non-exclusive agreements for the distribution of the published version of the work (e.g., posting it in an institutional repository or publishing it in another journal), provided that the original publication in this journal is acknowledged.
We allow and encourage authors to share their work online (e.g., in institutional repositories or on personal websites) both before and during the submission process, as this can foster beneficial exchanges and lead to earlier and increased citations of the published work. (See The Effect of Open Access). We recommend using any of the following academic networking platforms:
