Science learning takes place not only in the context of science class but also after class. Students' internal forms of motivation, such as curiosity and interest, affect the entire science learning process in both in-class and after-class contexts. In addition, both stable existing learner characteristics, such as science curiosity and interest in a specific natural phenomenon (phenomenon interest), and temporary emotional states, such as state curiosity, are considered essential factors in improving learning. Given the importance of understanding how learners' two aspects of motivational variables influence their science learning in different learning contexts, this study aimed to examine the extent to which existing learner characteristics, such as science curiosity and phenomenon interest, and temporary emotional states, such as state curiosity, predict science learning both during and following class and how these variables are related to exploration after class. To achieve this goal, an explanatory sequential mixed-method approach was employed, based on a correlational design, with a total of 706 cases from fifth-grade and sixth-grade students (45.5% female). In the context of science class, relatively stable existing learner characteristics, such as science curiosity and phenomenon interest, and temporary emotional states, such as state curiosity, were positively associated with learning, and temporary states were more predictive of learning than existing characteristics. In addition, state curiosity was directly related to learning, whereas science curiosity and phenomenon interest were only indirectly related to learning, mediated by state curiosity. In the context of the after-class, however, only phenomenon interest significantly predicted spontaneous follow-up learning and was positively associated with students' continued learning. An interpretation of these results was discussed, as well as their implications for science education and future research. Our findings will enable more fine-grained analyses regarding how curiosity and interest can predict learning in science.

中文翻译：

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探索课内和课后科学学习好奇心和兴趣的预测性

科学学习不仅发生在科学课上，而且发生在课后。学生的内部动机形式，例如好奇心和兴趣，影响课内和课后的整个科学学习过程。此外，稳定的现有学习者特征，例如科学好奇心和对特定自然现象的兴趣（现象兴趣），以及暂时的情绪状态，例如状态好奇心，都被认为是改善学习的重要因素。鉴于了解学习者的动机变量的两个方面如何影响他们在不同学习环境中的科学学习的重要性，本研究旨在检验现有的学习者特征（例如科学好奇心和现象兴趣）以及临时情绪状态（例如表达好奇心，预测课上和课后的科学学习，以及这些变量与课后探索的关系。为了实现这一目标，采用了基于相关性设计的解释性序贯混合方法，共有 706 个来自五年级和六年级学生的案例（45.5% 是女生）。在科学课的背景下，相对稳定的现有学习者特征，如科学好奇心和现象兴趣，以及临时情绪状态，如状态好奇心，与学习呈正相关，而临时状态比现有特征更能预测学习。此外，状态好奇心与学习直接相关，而科学好奇心和现象兴趣仅与学习间接相关，由状态好奇心介导。然而，在课后背景下，只有现象兴趣能够显着预测自发的后续学习，并与学生的继续学习呈正相关。讨论了对这些结果的解释，以及它们对科学教育和未来研究的影响。我们的研究结果将有助于对好奇心和兴趣如何预测科学学习进行更细粒度的分析。