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)

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Abstract 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. Context and implications Rationale for this study: This study updates a previous systematic review on students' interest, motivation and attitude (I/M/A) towards science and technology by analysing a new corpus (2013–2024) using the same methodology. Why the new findings matter: It identifies emerging research trends, evolving constructs and geographic shifts in the field. Implications for researchers, policymakers and practitioners: These findings offer a clearer understanding of how I/M/A research is diversifying and maturing. They highlight the growing use of advanced methods and the need for conceptual coherence. Researchers can build more unified frameworks; policymakers may consider curricular developments that foster I/M/A; practitioners can better align strategies with validated results and constructs.

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