Abstract
This article reflects the results of an empirical study to assess the interest of schoolchildren and students in scientific activities. Based on the interdisciplinary approach and the theory of motivation of H. Heckhausen, the authors developed a psychological and pedagogical toolkit “Methodology for assessing the interest of schoolchildren and students in scientific activities,” which allows assessing the interest of schoolchildren and students in scientific activities as a defining factor in the personal and professional self-determination. The analysis of the phenomenon under investigation enabled the identification of ICT components that reflect the level of interest in scientific activity, namely: I – interest as a motivational state, C – content, and T – technological components. The study findings revealed a relatively moderate level of interest in scientific activities among schoolchildren and university students, highlighting the necessity for its further development. Given that interest is a fundamental component of the motivational state that drives engagement in scientific pursuits, the desire to explore new knowledge, and the creation and implementation of innovative ideas, fostering this interest is crucial. The empirical data also enabled the identification of key factors influencing students' and schoolchildren's expression of interest in scientific activities. According to the authors, early identification of students’ interests, alongside a shift from merely informing them about scientific fields to actively engaging them in scientific research and technological processes, may significantly enhance the popularization of science among the younger generation.