@Pawel Wawrzala Highly motivated does imply that one is very interested in something, but one can be motivated to do something that one is not interested in. I'm motivated to exercise, but not because I'm interested in exercise (instead I'm interested in health).

This does seem important for education because motivation typically functions better when it is intrinsic (e.g. interest in the subject matter) rather than extrinsic (e.g. interest in getting a good grade). One of the typical ways to get students intrinsically motivated is to figure out what they are already interested in and then connect the subject matter to that already existing interest. So if one could measure differences in specific interests vs. general motivation, one might find a more reliable way of leading students to be better motivated.

This is a nice question, and it does seem to me that the two could be quite different. Teaching at a medical school, the students are generally very highly motivated to learn, but interest in the subject matter varies.

I don't have suggestions for good instruments, but I suspect that interest in subject matter is better measured as a type of intrinsic motivation whereas broader motivation to learn can be extrinsic as well.

In today's world, people have easy choice what to do. The current model of life conduct taught in schools and strongly represented in the media says - deal about what you interested in, what you like. Therefore, I am afraid that your task is not to solve, because the concept of interest overlaps with motivation term. So, highly motivated = very interested in something.

@Pawel Wawrzala Highly motivated does imply that one is very interested in something, but one can be motivated to do something that one is not interested in. I'm motivated to exercise, but not because I'm interested in exercise (instead I'm interested in health).

This does seem important for education because motivation typically functions better when it is intrinsic (e.g. interest in the subject matter) rather than extrinsic (e.g. interest in getting a good grade). One of the typical ways to get students intrinsically motivated is to figure out what they are already interested in and then connect the subject matter to that already existing interest. So if one could measure differences in specific interests vs. general motivation, one might find a more reliable way of leading students to be better motivated.

Difficult problem.

1. One can be interested without having motivation to learn

2. One can be interested and have motivation to learn

3. One can have no motivation and no interest.

Of course interest can be kindled by learning, and the motivation to learn can be kindled through interest.

So, to differentiate will be difficult, those who are interested may not necessarily score higher or lower than those who have motivation, so marks or similar tests will not be of help.

You will have to rely on a questionnaire based on integrity and truthful answers... as only the respondents will really know whether they have a natural interest or not. Any other measure will be contaminated by the unavoidable overlap and mix between interest and motivation.

As I see it, Motivation is a construct that consists of internal motivation (IM), self-efficacy, self determination, and external motivation. But interest is just 1 part of IM.

IM may be seen as a combination of interest, personal values etc.

[Sorry for late response. I'm very busy.]

I agree with Miranda. Indicators of motivation in learning behavior are coming from within the self of the learner such as values, attitude, philosophy, family support, biophysical make-up while indicators of interest in learning behavior are coming from outside the self of the learner such as teaching strategy, learning environment, and learning materials and learning facilities

Motivation is the interest of the students for their own learning or activities that lead to it. Interest may acquire, maintain or increase depending on intrinsic and extrinsic elements. Good motivation is achieved if learning is significant. A classic to check is:

http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/graham_weiner96.pdf

Hi Fatima, I agree with Ludwig Combrinck and my observation is that some students may seem interested but not motivated to learn. Its a big problem in learning and motivation. Jere Brophy put it very nicely in the book "Motivating students to learn" and discuss interest and motivation very clearly. Hope the problem will be over then. Best wishes.

- in e-learning, the difference is about tracking

tracking motivation : focuses on the learner behavior

tracking interest : focuses on the plateforme : components and pedagogical tools, learning process...

I am agree that interest is part of intrinsic motivation, so someone can do something without interest. The reason for they do could be cause seek praise, seek a good relation of friends etc. But, of course, one who have interest will do something that they like consistently because they have intrinsic motivation.

Motivation is the reason to do something constructive. Interest is something that makes you curious. In order to be a researcher you should have interest in it. But in order to accomplish a goal you need motivation.

Interest is an important inner part of the motivation. When you are interested in something, your motivation has an inner direction. Education prefers to keep control, and that is why it is rather motivation- than interest-oriented and inclined to raise interest in the students instead of letting them follow their interest. Self-directed learning builds more on interest, and let the student become motivated, which means an inner drive to accomplish.