We are studying whether interest – specifically interest in being/becoming information literate – has an association to students’ information literacy skills. To measure this, we developed TRIQ.
The Tromsø Interest Questionnaire (TRIQ)
TRIQ is the first suite of self-report subscales designed to explore how interest is experienced in relation to Hidi and Renninger’s Four-Phase Model of Interest Development (2006). In our research, we used information literacy as the object of interest, but TRIQ can also be used to measure general objects of interest, such as skiing or bird-watching.
The TRIQ questionnaire consists 7 subscales: general interest, situational interest, positive affect, competence level, competence aspirations, meaningfulness and self-regulation. The subscales can also be used independently – if that is more appropriate to the research question being pursued – rather than using all 7 in the same questionnaire.
Below are links to two versions of TRIQ. The first is for measuring interest in being or becoming information literate, and the second is for measuring a self-chosen object of interest. Norwegian translations are included.
- Tromsø Interest Questionnaire with information literacy as the object of interest: TRIQ Information literacy
- Tromsø Interest Questionnaire with a self-chosen object of interest: TRIQ Self chosen object of interest
Our article about TRIQ
For information about the development and testing of TRIQ, please see our article below.
Dahl, T. I., & Nierenberg, E. (2021). Here’s the TRIQ: The Tromsø Interest Questionnaire based on the Four-Phase Model of Interest Development. Frontiers in Education, 6(402), 1-17. https://doi.org/10.3389/feduc.2021.716543
Additional survey questions about IL and interest
To explore how interest in being/becoming information literate is associated with both felt need to learn more IL skills and intent to do so, respondents were asked additional questions, both before and after taking the IL test. The document below lists these questions:
Article using these interest questions (soon published):
- Nierenberg, E., & Dahl, T. I. (in press). Is information literacy ability, and metacognition of that ability, related to interest, gender or education level? A cross-sectional study of higher education students. Journal of Librarianship and Information Science. https://doi.org/10.1177/09610006211058907
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4