Interest in learning has an important role in learning context. Recent research on interest focuses not only to how much interest there is but also on the extent that the interest develops. The less-developed and well-developed interests are established in different ways and have different functions. However, a unidimensional model proposed in previous studies does not clearly capture the differences in the development of these interests. This article proposes a model that identifies the level of development of interest based on three elements: continuity, inherence, and value. These three elements define the development of interest more clearly and make it possible to describe different psychological states of interest. Using this model, previous studies were reviewed and analyzed in an integrated manner. Finally, we discuss future research on both interest and insight for educational practice.
Sleep plays a significant role in the developmental processes of infants. However, in modern society, our bedtimes tend to be delayed and our nocturnal sleep time shortened. This night-centered lifestyle or shortened nocturnal sleep time has not only affected the sleep-wake rhythm of infants, but also carries the risk of physical and mental dysfunctions, such as neurological development, behavioral problems (internalizing and externalizing problems), depression symptoms, and obesity. It is necessary for parents and caregivers to fully understand the importance of sufficient sleep for infants for development of the brain and physical and mental functions, as well as the importance of creating an environment that will be able to promote a healthy sleep-wake rhythm in infants.
Due to the recent “reproducibility crisis”, the methodology of psychology has been changing. In this situation, the statistical education for undergraduate students majoring in psychology should also be changed. Statistical hypothesis testing and p-values have been the main topics in conventional statistics classes for psychology students. However, it has been pointed out that the emphasis on p-values has lowered the reproducibility of science, including psychology. In this paper, I propose that a main theme of statistics classes for psychology students should be shifted from statistical hypothesis testing to the concept of statistical modelling. Understanding the concept fitting probability distribution to data is a fundamental concept of inferential statistics. This idea will facilitate students’ understanding of some different statistical approaches. It will also be important to teach the students to refrain from making a dichotomous decision based upon a single index.