Interests, Effort, Achievement and Vocational Preference

S ummary . The components of interest in natural sciences and technology were studied in 100 students in the science and technology divisions of a Swedish secondary school. Also reported were perceived ability, success and invested effort in eight selected school subjects as well as vocational preferences and the reasons for these. Interests were found to be well accounted for by two factors—logical orientation and practical value. Interests and grades were strongly correlated but the correlation between interests and effort was more moderate. Structural analysis of the relationships between interest and achievement‐related variables suggested that effort was mainly directed towards school subjects which students rated as important and in which they perceived a high degree of ability. Furthermore, effort led to success and success to interest. There was, however, little tendency for interest to lead to increased effort. Dispersion of interests correlated with a preference for natural science and technology as compared to the social sciences and the humanities. Interest in school subjects correlated at a moderate level with some of the vocational preferences; these were, however, little related to judged future job market prospects in vocations.