Publications

This study presents a systematic, reproductive and comparative review of research on students' interest, motivation and attitude (I/M/A) towards science and technology (S&T) at K-12 levels, covering the period 2013–2024. As a follow-up to a previous systematic review (2000–2012), it describes and synthesizes findings from 170 peer-reviewed articles indexed in ERIC, applying the same methodology to ensure comparability. The review examines the geographical origins of studies, theoretical constructs, measurement instruments and reported correlational and causal relationships that predict I/M/A. Findings indicate an increase in methodological rigour, diversification of theoretical frameworks and a broader geographic representation of recent studies. However, persistent challenges remain, including the fragmentation of conceptual constructs and limited consensus on effective interventions to enhance I/M/A. The analysis also highlights trends such as the rise of structural equation modelling, the growing role of informal learning settings and the emphasis on contextualized and enquiry-based interventions. While research efforts have multiplied, future studies may benefit from adopting more unified frameworks to enable cumulative knowledge building. This review informs future research directions and educational policies aimed at fostering sustained student engagement in science and technology.

Potvin, P., Lefebvre, M., Houle, N., Hasni, A. et Ahr, E. (2026). Trends in K-12 science education research on students' interest, motivation and attitude towards science and technology: A systematic, reproductive and comparative review of 12 more years (2013–2024). Review of Education, 14(1).