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1、P1:VENDOR/LOVP2:FOM/FTKEducationalPsychologyReview[jepr]PP033-292264January5,200110:47StylefileversionNov.19th,1999EducationalPsychologyReview,Vol.13,No.1,2001SituationalInterest:AReviewoftheLiteratureandDirectionsforFutureResearchGregorySchraw1andStephenLehman1Thispaperreviewstheoreticalandemp
2、iricalresearchonsituationalinterest.Adistinctionismadebetweensituationalandpersonalinterest.Theformerisspontaneousandcontext-specific,whereasthelatterisenduringandcontext-general.Wesummarizehistoricalperspectivesandrecentempiricalfindingsonsituationalinterest.Fiveemergentthemesareidentifiedthatfo
3、cusonre-lationshipsamongsituationalinterest,informationprocessing,andaffectiveengagement.Wealsodiscussimportanttopicsforfutureresearch.KEYWORDS:situationalinterest;textlearning;readingcomprehension;affectiveengage-ment.INTRODUCTIONInterest(i.e.,likingandwillfulengagementinacognitiveactivity)pl
4、aysanimportantpartinthelearningprocess,determininginpartwhatwechoosetolearn,andhowwellwelearnthisinformation(Garner,1992;Alexander,1996).Interestmanifestsitselfinseveralways,includingactiveengagement,focusingofone’sattentionalresources,andlearningmorethanonewouldotherwiselearn.Interestaffectst
5、heuseofspecificlearningstrategiesandhowweallocateourattention(Hidi,1990;Wade,Schraw,Buxton,andHayes,1993).Italsoaffectsouremotionalengagementinataskandtheextenttowhichweengageindeeperprocessing(Schiefele,1996,1999;Schraw,1998).Empiricalstudiesofinterestbeganroughly20yearsago,althoughthe-oretica
6、ldiscussionsdatebackmuchfurther,beginningwithDewey’s(1913)1DepartmentofEducationalPsychology,309BancroftHall,TheUniversityofNebraska-Lincoln,Lincoln,Nebraska68588-0345.231040-726X/01/0300-0023$19.50/0°C2001PlenumPublishingCorporationP1:VENDOR/LOVP2:FOM/FTKEducationalPsychologyReview[jepr]PP033
7、-292264January5,200110:47StylefileversionNov.19th,199924SchrawandLehmanclassicworkentitledInterestandeffortineducation.Oneofthemostim-portantfindingstoemergeisthatinterestisamultifacetedphenomenon(Hidi,1990,1995;Krapp,Hidi,andRenninger,19
