Chen, Jason A.Tutwiler, M. ShaneMetcalf, ShariKamarainen, AmyGrotzer, TinaDede, Christopher2018-07-162016Chen, Jason A., M. Shane Tutwiler, Shari J. Metcalf, Amy Kamarainen, Tina Grotzer, and Chris Dede. 2016. “A Multi-User Virtual Environment to Support Students’ Self-Efficacy and Interest in Science: A Latent Growth Model Analysis.” Learning and Instruction 41 (February): 11–22. doi:10.1016/j.learninstruc.2015.09.007.0959-4752http://nrs.harvard.edu/urn-3:HUL.InstRepos:37231286Using latent growth models, we explored: (a) The effect of middle school students' (n = 189) pre-intervention science self-efficacy and science interest on their initial interest in an Ecosystems Multi-User Virtual Environment (EcoMUVE) and the rate of change in their interest in EcoMUVE; and (b) the mediating effect of students' initial interest in EcoMUVE and rate of change in interest on students' post-intervention science self-efficacy and interest in science. Results showed that: (1) students' pre-intervention self-efficacy for science had an effect both on students' triggered situational interest for EcoMUVE and on students' maintained situational interest for EcoMUVE; (2) both triggering and maintaining situational interest in EcoMUVE were important in developing students' science self-efficacy. In fact, maintained situational interest was the stronger predictor; and (3) maintained situational interest for EcoMUVE translated into individual interest for the science content. Results support and extend social cognitive theory as well as models of interest development.en-USTechnologySelf-efficacyInterestScience educationLatent growth modelJournal Article2018-06-1020162018-07-1610.1016/j.learninstruc.2015.09.007