The development of and interplay between secondary school students' individual interests and achievement were investigated using the example of chemistry education. In a two-cohort study with yearly measurement occasions (Grade 6–8, N = 580, M_age = 11.6 years in Grade 6; Grade 9–11; N = 473, M_age = 14.7 years in Grade 9), we assessed both students' domain-specific and activity-related interests. While measurement invariance could not be established for students' domain-specific interest, results based on multi-group latent change score modeling indicate a rather stable pattern of cross-lagged effects between activity-related interests and achievement within and across cohorts. Significant cross-effects were only found for interests in activities that imply a closer association to cognitive activation and communication of knowledge. These findings extend research pertaining to the longitudinal interplay between interest and achievement and indicate the opportunity to counteract the often reported decline of interest, especially in STEM subjects.

以化学教育为例，研究了中学生个人兴趣和成就的发展和相互作用。在一项每年测量一次的两队列研究中（6-8 年级，N  = 580，M_年龄 = 6 年级 11.6 岁；9-11 年级；N  = 473，M_年龄 = 9 年级 14.7 年），我们评估了学生的特定领域和与活动相关的兴趣。虽然无法为学生的特定领域兴趣建立测量不变性，但基于多组潜在变化评分模型的结果表明，活动相关兴趣与同组内和跨同组之间的成就之间存在相当稳定的交叉滞后效应模式。只有对活动的兴趣才发现显着的交叉效应，这些活动意味着与认知激活和知识交流有更密切的联系。这些发现扩展了有关兴趣和成就之间纵向相互作用的研究，并表明有机会抵消经常报告的兴趣下降，尤其是在 STEM 科目中。