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We replicated Tucker-Drob, Cheung, and Briley (2014) who found that the association between science interest and science knowledge depended on economic resources at the family, school, and national levels using data from the 2006 Program for International Student Assessment (PISA). In more economically prosperous families, schools, and nations, student interest was more strongly correlated with actual knowledge. Over roughly a decade, these results may no longer hold due to substantial changes to educational or economic systems. Using similar data from 2015 PISA (N = 537,170), we found largely consistent results. Students from more economically advantaged homes, schools, and nations exhibited a stronger link between interests and knowledge. However, these moderation effects were substantially reduced, and the main effect of science interest increased by nearly 25%, driven almost entirely by lower SES families and lower GDP nations. The interdependency of interests and resources is robust, but perhaps weakening with educational progress.