How does interest in a course interact with course learning?

The present study modeled how students' interest in a course of study changes and how those changes fit into their broader course experiences. The present study modelled the relationship between students' changing (latent growth curve) course interest, their readiness for learning (prior knowledge and interest), ongoing learning experiences (formative assessments) and important outcomes (post-course knowledge, self-efficacy, and interest). Postgraduate students ( n = 415) completed short surveys and formative assessments on six occasions across four weeks. Data were analysed within a latent structural equation model inclusive of a latent growth curve (course interest). Modelling pointed to the expected strong positive relationship between initial and growing course interest for latent outcomes (post interest and self-efficacy: β = .26-.44). At the same time, modelling revealed counterintuitive implications of prior knowledge for initial course interest ( β = -.12) and pre-class learning formative assessment for course interest slope ( β = −.21). Course interest (initial and growing) is important for course outcomes, but it might be exceptionally sensitive to prior knowledge and initial learning fit based on early learning experiences. • Initial/growing interest presented strong positive connections for latent outcomes. • Prior knowledge and Interest presented counter intuitive forward relationships. • Early formative assessment presented negatively predicted course interest slope.