Developing Conceptual Understanding of Natural Selection: The Role of Interest, Efficacy, and Basic Prior Knowledge

Changes in high school students’ (n = 94) conceptions of natural selection were examined as a function of motivational beliefs (individual interest, academic self-efficacy), basic prior knowledge, and gender across three assessments (pre, post, follow-up). Results from variable-centered analyses suggested that these variables had relatively little effect on enduring conceptual change; however, academic self-efficacy supported short-term conceptual change for girls. Results from person-centered analyses provided a different picture. Four profiles of motivational beliefs and basic prior knowledge were created using hierarchical cluster analysis: (a) low interest/efficacy, low knowledge; (b) moderate interest/efficacy, low knowledge; (c) moderate-low interest, moderate efficacy, high knowledge; and (d) high interest/efficacy, moderate knowledge. For girls, high interest and efficacy paired with moderate basic prior knowledge (Cluster 4) resulted in the greatest conceptual change. For boys, either moderate interest and efficacy paired with high knowledge (Cluster 3) or high interest and efficacy paired with moderate knowledge (Cluster 4) resulted in the greatest enduring conceptual change.