This study examines how epistemic conation manifests during co-construction of knowledge in the laboratory, where students engage in scientific practices that require not only cognitive skills but also affective and conative engagement. Through a combination of focus group interviews and analysis of laboratory discourse, the article presents a taxonomy of conation in laboratory-related epistemic practices, including motivational factors, goal orientation, volitional and regulatory strategies, and grit. The findings suggest that conation is a neglected but crucial aspect of learning in the laboratory, which has implications for curriculum development, instruction, and assessment in higher science education. It is argued that science education research should move beyond a focus on individual perseverance to include the social and epistemic dimensions of doing science, which are essential for understanding student learning and experiences in the laboratory.