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dc.contributor.authorDahl, Tove I.
dc.contributor.authorNierenberg, Ellen
dc.date.accessioned2021-11-17T12:54:49Z
dc.date.available2021-11-17T12:54:49Z
dc.date.issued2021-11-08
dc.description.abstractThe 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.en_US
dc.identifier.citationDahl TI, Nierenberg E.. Here's the TRIQ: The Tromsø Interest Development Questionnaire based on the four-phase model of interest development. Frontiers in Education. 2021;6:402en_US
dc.identifier.cristinIDFRIDAID 1954601
dc.identifier.doi10.3389/feduc.2021.716543
dc.identifier.issn2504-284X
dc.identifier.urihttps://hdl.handle.net/10037/23033
dc.language.isoengen_US
dc.publisherFrontiers Mediaen_US
dc.relation.ispartofNierenberg, E. (2022). Understanding the development of information literacy in higher education: Knowing, doing, and feeling. (Doctoral thesis). <a href=https://hdl.handle.net/10037/27245>https://hdl.handle.net/10037/27245</a>.
dc.relation.journalFrontiers in Education
dc.relation.projectIDNorges forskningsråd: 195306en_US
dc.relation.projectIDinfo:eu-repo/grantAgreement/RCN/NORDSATS/195306/Norway/Service Innovation and Tourist Experiences in the High North: The Co-creation of Value for Consumers, Firms and the Tourism industry//en_US
dc.relation.urihttps://www.frontiersin.org/article/10.3389/feduc.2021.716543
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Psykologi: 260::Kognitiv psykologi: 267en_US
dc.subjectVDP::Social sciences: 200::Psychology: 260::Cognitive psychology: 267en_US
dc.subjectInteresse / Interesten_US
dc.subjectMåling og operasjonalisering / Measurement and operationalizationen_US
dc.titleHere's the TRIQ: The Tromsø Interest Development Questionnaire based on the four-phase model of interest developmenten_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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