Warning! Increases in interest without enjoyment may not be trend predictive of genuine interest in learning science.

Highlights • Evidence on how science-related affect and competency factors predict environmental awareness. • Suggestions why increases in science interest do not necessarily reflect a genuine interest in learning science. • PISA 2006/2015 comparisons within/between 2 Asian countries reveal divergent predictive trends. • These trends may reflect antithetic instruction approaches preventing genuine learning interest. Abstract Utilizing PISA 2006/2015 datasets for Japan and Taiwan, the multi-group analysis results show significant predictive increases in science interest and scientific competency, and for science interest and environmental awareness; however, revealed significant predictive decreases for science enjoyment and scientific competency, and for science enjoyment and environmental awareness between PISA cycles for both countries. Results signal divergent predictive trends regarding how interest and enjoyment impact students’ scientific competency, which may reflect instructional approaches that impede students from experiencing genuine interest in learning science. Why these results should sound an alarm to science and environment educators and policy makers is also forwarded. [ABSTRACT FROM AUTHOR]