ABSTRACT
With the publication of Th e Role of Interest in Learning and Development in 1992, Ann Renninger, Suzanne Hidi, and Andreas Krapp directed the attention of educational and motivational scientists to the concept of interest. For the fi rst time, this book brought together authors from various fi elds who had conducted empirical studies involving interest. Since then, an increasing number of researchers studied interest and theorized about it (see Hidi, 2001; Hidi, Renninger, & Krapp, 2004; Renninger & Hidi, 2001). As a consequence, interest is now well established as a motivational construct in education (cf. Schunk, Pintrich, & Meece, 2008).
