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Disentangling intensity from breadth of science interest: What predicts learning behaviors?

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Abstract

Overall interest in science has been argued to drive learner participation and engagement. However, there are other important aspects of interest such as breadth of interest within a science domain (e.g., biology, earth science). We demonstrate that intensity of science interest is separable from topic breadth using surveys from a sample of 600 middle school students. We also show that these two dimensions contribute differently to learning-relevant behavioral tendencies. Specially, regression analyses show: (1) that intensity of interest predicts both self-reported science classroom engagement and preferences to participate in optional science learning; and (2) that breadth of interest predicts science choice preference, but not science classroom engagement. These findings have implications for the conceptualization of interest, the measurement of interest, and practical applications for educators.

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Notes

  1. Mauchly’s test for sphericity was significant for all ANOVA statistics reported here, meaning the variance within the two samples was significantly different. Therefore, Greenhouse-Geisser corrected degrees of freedom was used to determine F values.

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  1. Learning Research & Development Center, University of Pittsburgh, 3939 O’Hara Street, Pittsburgh, PA, 15260, USA

    Meghan Bathgate & Christian Schunn

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  1. Meghan Bathgate
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  2. Christian Schunn
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Correspondence to Meghan Bathgate.

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Bathgate, M., Schunn, C. Disentangling intensity from breadth of science interest: What predicts learning behaviors?. Instr Sci 44, 423–440 (2016). https://doi.org/10.1007/s11251-016-9382-0

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