The goal of this study was to define and conceptualize love of learning. An instrument was created to measure the construct. Convergent validity was investigated utilizing a variety of analyses. First, exploratory and confirmatory factor analyses were implemented to obtain the model that best defines love of learning. The final model included nine items. There were several subconstructs emerged from the results of the structural equation model: valuing opportunities to learn, improving understanding of life and self, and communicating with others. In contrast, five subconstructs did not fit the model of love of learning: extrinsic/intrinsic rewards (reversed), competence, some items related to communicating with others, activity-related items, and engaging in challenging tasks. Correlational studies were conducted with love of learning and a variety of demographic, background, and activity-pattern variables. Most of these were not significantly related to love of learning; only books read for pleasure was. Regression analyses were completed to investigate the relationships of global innovativeness and intrinsic motivation to love of learning and intrinsic motivation. These factors were positively related to love of learning. Sensation seeking was not significantly related to love of learning, but there were concerns about the measure utilized in this study. Specifically, the scale utilized showed moderate to low reliabilities, so it is impossible to make assumptions based on the results of the analyses. Further research investigating the relationship between love of learning and sensation seeking should be conducted.

The social-context supports (autonomy, competence, and relatedness) were predicted to facilitate love of learning as well. In this study, love of learning was positively associated with psychological needs met, relatedness, and competence and autonomy, but they were not mediators of love of learning and intrinsic motivation. In contrast, feeling supported at school was a mediator of love of learning and intrinsic motivation. That is, both intrinsic motivation and feeling supported at school explained some of the variance of love of learning.