Интересность текста: подходы к изучению и методы оценки в психолого-педагогических исследованиях

Introduction. Text interestingness is often considered a standalone motivational factor in education, making it a popular subject in psychological and educational research. The purpose of this review is to structure the information on the methodology for assessing text interestingness, identify the limitations, and highlight the intersections of various methods. Theoretical justification. Existing studies on text interestingness mainly stem from the linguistic approach, appraisal theory of interest, and individual interest theory. Using grounded theory as a method of literature analysis allowed us to identify three approaches to interestingness in research: (1) interestingness based on text characteristics, (2) interestingness based on reader characteristics, and (3) interestingness as a perceived characteristic of the text by the reader. Analysis of assessment methods revealed that each approach prioritizes its specific methods. The text-based approach describes the most objective linguistic (formal and discourse-content) assessments. In the reader-based approach, knowledge tests and self-reported assessments of individual and subject-specific interests are common. The approach to interestingness as a perceived characteristic of the text mainly utilizes subjective scaling and rating methods. Discussion. Each approach has advantages and disadvantages, and although their methods differ, they are sometimes interconnected. There is an increasing number of constructs related to interestingness. It is not so much the variety of methods, but the proliferation of synonymous constructs that may hinder the integration of research results on text interestingness.