The authors identified factors affecting problem finding depending on degree of structure of problem situation--either ill or moderately structured. Fifth-grade students (N = 115) were randomly assigned to 2 groups: Group 1 (n = 60) accomplished the ill-structured task; Group 2 (n = 55) performed the moderately structured task. Results indicated that the degree of structure of problem situation influenced variables affecting problem finding. In the ill-structured problem situation, scientific knowledge and personality traits positively affected problem finding, and divergent thinking negatively affected problem finding. In the moderately structured problem situation, divergent thinking ...