This study addressed questions about the influence of children’s early childhood interests on their subsequent academic regulation and information pursuit behaviors in kindergarten. Differences in the pattern of academic behaviors employed by four groups of children who had different interest orientations were examined. Specifically, the study investigated the relative stability (or variability) of the influence of particular interest types on the children’s behavior patterns across the first year of school. Participants included 109 children who were enrolled in a longitudinal study of interest development. To assess their academic regulation strategies and information pursuits, the children were observed in their kindergarten classrooms during both teacher-led and student-directed activities on four occasions throughout the school year. The findings reflected an elaboration in children’s repertoires of regulation strategies and information pursuits across the school year in general. However, differences in the profiles of academic behavior for the four interest groups suggest that at least short term, the influence of interest is relatively pervasive, strengthening rather than waning over time. Early interaction preferences may function as important transitional and maintenance tools as children adapt and adjust to new cognitive and behavioral expectations of school.
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