This may imply that widespread engagement with science does not come from high academic proficiency alone; nor can positive attitudes compensate for low proficiency. If educators focus on one to the exclusion of the other, then the influence of each is, most likely, undermined. Rather, these results indicate that positive attitudes and strong knowledge and competence reinforce each other in sustaining lifelong engagement with science. All citizens, not just future scientists and engineers, need to be willing and able to confront science-related dilemmas.