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Interest Definition

Interest is a subjective mental state that motivates a person to complete a specific task. It brings pleasure and satisfaction. It generates curiosity toward the object of one's Interest, an eagerness for the object, a strong determination to overcome difficulties when performing the task in your Interest, and a distinct alteration in one's behavior when in the presence of an object, which is characterized by attention and focus. Guidance experts provide a more detailed explanation of Interest from a guidance point of view. Interest is both a mental condition of being attentive and affected towards a specific item or subject and the tendency to remain engaged in a subject over the course of time.

Interest is perceived in many ways:

  1. Webster describes Interest as the excitement of feeling accompanying special attention to a particular object or issue, like a desire to learn about Botany.
  2. Interest is a thing with which a child can identify his own well-being. It is a motivational factor that motivates people to pursue what they would like to do when they are in the position of choosing. They identify a particular condition or motive for their Interest. We may read a book or attend a seminar on the topic of religion because we are fascinated by it.
  3. The word 'interest' can also be used to refer to the feeling of pleasure that results from paying attention to something.
  4. The term "interest" refers to an experience of pleasure that comes in the pursuit of something that is not an event but rather a result.

Interests are stable by the time growth and development occur to the point of maturity within the individual.

Interests are influenced by cultural factors and can be emotionally weighted. The Interest was reduced due to an unfavourable feeling and is increased by a pleasant emotion.

Interest Definition

Aspects of Interest

Interest has both subjective and objective elements, which are as follows:

  1. Subjective: In the subjective component, the focus is on the emotional part.
  2. Objective: In the objective perspective, the focus is on the motor behavior of the person.

Every Interest has emotional, cognitive, and motor components. The parts that compose the cognitive components of Interest are based on personal experiences that have been gained through various ways of communicating at school, at home, and at work. Interests are the basis for specific activities. The attitude toward these activities is a part of the domain of effect.

Methods of Rousing Interest

1. Identifying Interest

Everyone wants their classes to be interesting. The teacher employs teaching techniques that can draw children's attention and interests and attempts to place the subject matter to be learned within the context of their interests, needs, concern, and their context. These methods will likely be more efficient than methods that are not appealing to children.

Effective teachers begin with the child's interests and link the school's activities to these interests so closely that they develop an intense drive to learn. Once the interests of children are identified and utilized, they draw the attention of students and provide clues to their motivations. It is possible to conclude that if these fields of Interest are recognized and utilized, effective learning will be the result.

2. Helping Children Developing Desirable Interests

The problem of Interest will not stop there. It is more involved than making a lesson or subject engaging, which is usually a rather superficial motivation for students. It becomes clear when we view Interest as an increase or less steady goal that tends to guide if not rule, the course of behavior.

Interests are a person's preferences and likes but more than that; they are goals through which an individual discovers opportunities for self-satisfaction. If we can understand what Interest actually is, what it means, and how it influences the lives of the students, there is nothing more important or of greater importance than helping them discover and develop attractive and rewarding pursuits.

3. Setting up a Self-propelling Interest

They are cultivated like every other goal acquired through having a positive experience. Reading, for instance, is a passion since one is able to feel satisfaction from it. An identity or ego-related involvement is affixed to it. If you are organized, reading offers a wide range of rewarding experiences.

In the same way, other subjects that are co-curricular can be identified as an interest. If a teacher would like to teach the subject in a way that has a lasting impact, it is essential that he/she does everything to make it a self-propagating interest.

Initiating Interest and maintaining it: Many subjects in the curriculum don't become self-propelling subjects due to the fact that they aren't well organized. Modern Algebra, for example, isn't an exciting subject since it is structured in a manner that tends to stifle Interest rather than promote it.

Routine procedures must be learned and there is no element that could provide joy and pride to students. Motivation is not positive, and we can't have a positive result from a negative cause. Thus, Algebra becomes dull and boring. It is possible to claim that Algebra should be interesting since it's worth the effort. But what exactly is worth learning? An area of study worth researching is one that has effects that last for a long time.

The results of teaching Algebra do not last long. Techniques and details are often forgotten in and out of the classroom. So, if a teacher of Algebra would like to establish the subject as a self-propelling one and not just spark Interest, then they should let the flame go in the direction of burning.

To achieve this, he'll have to compromise certain sacred and revered practices like ground covering and excessive drilling on the fundamentals. The role of an instructor isn't covering the ground and going by the conventions. The school's responsibilities are a predetermined set of subjects, but the teachers should try to make them interesting by supporting them with real-life examples that the students find relatable.

Its primary purpose is to arrange both teaching-learning and content with the aim of establishing vital Interest. The teachers and the school should work hard to establish important interests and adhere to a clear policy and smart strategy to support the interests of students.

When it is established, Interest tends to grow and get more and more intense as time passes. Once an interest has been ignited, it is able to have the same tendency to feed like a forest fire. For instance, if someone starts collecting stamps, then he discovers increasing numbers of them.

The self-perpetuating inclination of interests is only a trend. Teachers should, therefore, not just create or stimulate the interests that will influence the course that their kids' lives will take and decide their happiness but also attempt to sustain them to ensure that they thrive and not fade away as time passes.

The following suggestions are provided to spark curiosity in instructional materials:

  1. Give your students a chance to experiment and observe
  2. Utilize the play method for teaching.
  3. Begin from the known to the unknown and go from specific to general.
  4. Switch topics or subjects at the point when the children are starting to get bored. You can take your children on educational excursions. Children should feel the desire to study a certain topic. It should satisfy their curiosity. Make sure you do the proper amount of homework.

Measuring of Interest

There are many methods of measuring Interest, including interviews or checklists, direct observations, inventories, questionnaires, and other forms of inquiry. Inventories and questionnaires are the most reliable methods for measuring Interest. Some of them are listed below-

(i) Strong Vocational Interest Blank

This inventory comprises 400 items and is accessible in two forms: one for males and the other for females. The inventory includes professions, amusement activities, academic subjects, personal traits, and more.

The inventory is able to be scored for up to 40 different professions. The blank is the most helpful when you are older than 17 years.

(ii) Kuder Preference Record

Kuder inventories are designed to be used with children in grades nine and upwards and also with adults. They come in the form of three Preference Records.

(iii) P.S.M. Inventory

This inventory was created by the Vocational Guidance Bureau, Prantiya Shikshan Mahavidyalaya, Jabalpur. It's a verbal inventory that is available to groups and individuals who are in the age group of 13-18 years.

(iv) Chatterjee's Non-Language preference record form 962

This is a record that is non-verbal and can be administered in groups. It determines the level of Interest in ten different areas: fine arts, literature, science, technology, agriculture and outdoor craft, sporting activities, medical and household work.

(v) R.R Singh's interest record card

The self-managing Interest Record measures Interest in seven categories: mechanical, business, scientific, social, aesthetic, clerical, and outdoor.

(vi) The Thurstone Interest Calendar

This schedule of Interest can be more effective in triggering an honest self-assessment by the student. It is more informative, simple to use, and cost-effective in terms of time and money.

Limited Interest Inventories:

  1. Certain tests demonstrate aptitude rather than Interest. However, Interest isn't the same as ability. Therefore, certain tests aren't 100% accurate or reliable.
  2. The tests require that the subject has some sort of passion. However, it is possible to reveal an interest that exists at the time of the test but not later. The Interest revealed might not be permanent. Furthermore, the interests are cultivable too. In the moment of testing, the Interest in question might not be fully developed, but it can develop later. It has been discovered that certain interests grow as a result of the profession.
  3. The inventories of Interest reveal information in the report provided to the person who is responsible. The truthfulness of the report remains an issue. Certain people are not forthcoming with details.
  4. The inventories' questions are about specific types of work, but they do not always lead to clear-cut professions. There is a lot of overlap between one field and another. A job is not just an individual interest but a blend of interests or activities.
  5. The predictive aspects of inventories have also been examined. Through research, Proctor discovered that they had 25 percent permanence in school studies. Strong has found a correlation with future work as 0.75.

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