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Abstract We review studies that document the role of interest in promoting academic achievement, course choices, and career decisions, and discuss the process of interest development. In particular, we focus on the role of achievement goals in promoting the perception of task values and subsequent interest, and review randomized field trials in which we tested an experimental utility value intervention designed to promote interest in educational contexts. We discuss the implications for educational policy and theory development.
Harackiewicz et al. (Wed,) studied this question.