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RESEARCH PAPER
Does Individual Interest Still Predict Achievement in Science and Technology When Controlling for Self-Concept? A Longitudinal Study Conducted in Canadian Schools
1
University of Quebec in Montreal, CANADA
2
University of Sherbrooke, CANADA
3
University of Quebec at Trois-Rivières, CANADA
Publication date: 2020-10-21
EURASIA J. Math., Sci Tech. Ed 2020;16(12):em1904
KEYWORDS
ABSTRACT
This cross-lagged longitudinal study was conducted with 862 seventh and eighth graders
(secondary school) in the province of Québec (Canada) to study the effects of two important
perceptual variables (self-concept and individual interest) on achievement, as well as reciprocal
relations between all these constructs. Considering the results obtained previously in mathematics
education, it was designed to test if the same inter-variable dynamics could be recorded in science
and technology. The data was gathered at 10 time points (four perceptual; six report cards [school
reports]) and analyzed using Mplus. Most fit indexes were acceptable and revealed a predictive
solution that supports the hypothesis that interest does not appear to play any direct role in
achievement, but that self-concept does. Recommendations for research that tests individual
interest are formulated as well as suggestions for educational practice.
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