"Interest? That's When You Really Want to Do Your Homework" : Qualitative and Quantitative Insights Into the Development of Interest in Adolescence

Abstract

Combining quantitative and qualitative inquiry methods, the current paper explored the development of mathematics interest across adolescence. The quantitative study used data from a large scale longitudinal sample (N=3,420 students/grades 5-9), following a latent growth approach to test for measurement invariance across time. The qualitative study was based on interviews of N=70 adolescents (grades 5 and 9), using the methodology of cognitive validation to explore changes in the conceptualization of interest. Findings showed significant variation in measurement and significant shifts in students’ conceptualization of interest across time. Conclusions about developmental trajectories can thus be distorted if measurement invariance is not controlled for, and qualitative changes should be attended to when exploring quantitative changes of psychological constructs over time.