Abstract
Abstract The purpose of this study was to examine the premise that a valid and proven philosophy of child growth and development might be used as a source of health interests that would be of significance to a majority of students. Interest differences between developmental task health questions and general health questions were compared. The effect of the variables of sex, age, IQ, and socioeconomic background was also analyzed. Results indicated that student interests were significantly higher for developmental task health questions. Interest in developmental task health questions were not affected by IQ or socioeconomic background. Age and sex had some effect on the responses but did not alter the evidence.
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