Main Motivational Patterns
Interest is a topic-specific motivational state that occurs from attraction to a specific domain of activity.
Situational interest is a pattern related to Interest Theory. Situational interest is defined as a topic-specific motivational state that arises out of attraction to a particular domain of activity (O'Donnell, 2007). It refers to focused attention and the affective reaction triggered by environmental stimuli. This attention may or may not continue throughout time (Hidi, 2006) .
Individual interest is another motivational pattern related to Interest Theory. Individual interest is and enduring disposition in which a learner develops a clear preference to direct attention and effort toward a topic-specific activity, situation, or subject matter(O'Donnell, 2007). Like Situational interest, Individual interest is always motivating. It builds on what a person perceives in his environment, cognitively represents to oneself, and considers for possible activity. Individual interest is both internally motivated and externally motivated (Hidi, 2006). An example of Individual interest is when a student seeks out further information on a topic previously introduced. A student may learn about snakes in school, and during his next trip to the library, he decides to check out books on snakes.
The catch facet (a.k.a. catch factor) is an important motivational pattern in establishing interest. A catch facet involves finding various ways to stimulate learners. A common characteristic of catch facets are the change of pace and variety in the classroom. Puzzles, group work, and computer games are common examples of catch facets (Mitchell, 1993).
Hold facets (a.k.a. hold factors) are another pattern related to the Interest Theory. A hold facet involves finding variables that empower the learners. Making the content of learning meaningful for students often empowers them to assist the achievement of their personal ends (Mitchell, 1993). Meaningfulness is the first hold facet. It is considered effective because information that is personally relevant is a direct way to empower students and hold their interest. The second hold facet is involvement. Involvement is effective because when learning is experienced more interest is held. Involvement refers to learners as active participants in their learning. Some examples of hold facets include working on projects or writing chapters of books (Mitchell, 1993).
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