In educational research, the level of interest has repeatedly been associated with the quality of learning processes and learning outcomes: Students with higher levels of interest show more effort, persistence, and attention and report a frequent use of in-depth learning strategies (for an overview: Renninger & Hidi, 2011). Additionally, students’ interest in a particular subject area is also positively related to academic achievement (German PISA-Consortium, 2010).

Accordingly, interest is recognized as both an important condition and goal of successful learning. In contrast to the powerful role of interest, national and international studies in the field of mathematics education indicate that the students’ level of interest is comparatively low and decreases over time (German PISA-Consortium, 2004; Köller et al., 2001; Kunter et al., 2007). From an educational point of view, it is therefore necessary to identify factors that support the facilitation of interest development in mathematics.

For the current study, the Four-Phase-Model of Interest Development (Hidi & Renninger, 2006) was used as theoretical framework. In line with the model, two types of interest are distinguished: Situational and individual interest. Situational interest refers to the psychological state of being interested in a particular learning situation. It is a primarily affective reaction which is triggered in the learning situation and may or may not last over time. Individual interest refers to a person’s relatively enduring disposition to reengage in a particular content over time. Situational and individual interest both consist of two phases: In situational interest, the stage in which interest is triggered (SI-Catch) is distinguished from the stage in which interest is maintained (SI-Hold). Eventually, an emerging individual interest is differentiated from a well-developed interest. Within the context of school mathematics, individual interest is manifested in a subject-specific interest. Whereas SI-Catch and SI-Hold are largely externally supported, more sensitively to environmental stimuli and hence more easily affected, individual interest is more self-generated and more difficult to alter.

From an educational point of view it is therefore important to identify factors, which support the development of situational interest in particular learning environments and also positively influence the development of individual interest.   

Here, the paper focuses on the role of emotional experiences for the level of different stages of interest in mathematics classes. In line with Self-Determination-Theory, it is assumed, that the fulfillment of the basic psychological needs for autonomy, competence, and relatedness contributes to both the students’ situational and individual interest (Krapp, 2002; Willems, 2011).

Two major goals are addressed: From a conceptual point of view, it is still unsolved in how far autonomy, competence, and relatedness each specifically affect the situational/individual interest in mathematics. Methodologically, the interrelatedness of the basic needs must be taken into account by modeling the different dimensions of the basic needs and their impact on situational/individual interest simultaneously. Here, the analysis of latent profiles is promising: In that person-centered approach, subgroups of students with similar profiles for the multiple dimensions of the basic needs are identified. These complex profiles are then related to the students’ situational/ individual interest.

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