Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task

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http://hdl.handle.net/10138/314447

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Nuutila , K , Tapola , A , Tuominen , H , Kupiainen , S , Pásztor , A & Niemivirta , M 2020 , ' Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task ' , Frontiers in education: educational psychology , vol. 5 , 36 . https://doi.org/10.3389/feduc.2020.00036

Title: Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task
Author: Nuutila, Katariina; Tapola, Anna; Tuominen, Heta; Kupiainen, Sirkku; Pásztor, Attila; Niemivirta, Markku
Contributor: University of Helsinki, Motivation, learning, and well-being
University of Helsinki, Department of Education
University of Helsinki, Department of Education
University of Helsinki, Centre for Educational Assessment CEA
University of Helsinki, Department of Education
Date: 2020-04-16
Language: eng
Number of pages: 13
Belongs to series: Frontiers in education: educational psychology
URI: http://hdl.handle.net/10138/314447
Abstract: In this study, we examined how situational interest, self-efficacy, and performance predict each other during task engagement, and how they, in turn, contribute to continued interest. Finnish fourth-graders (N = 263) did a computerized inductive reasoning task consisting of two sections. Before and after each section, the students reported their situational interest and self-efficacy, and at the end of the task, students stated whether they would like to do similar tasks again (i.e., continued interest). Students’ domain-specific interest and self-concept in mathematics, and gender differences were controlled. A cross-lagged reciprocal effects model with repeated measures, control variables, and outcomes within the structural equation modeling framework was estimated. The results showed situational interest to have a stronger effect on self-efficacy than vice versa, and that they both partly contributed to task performance. Continued interest was influenced only by situational interest at the end of the task. The patterning of predictions across the different stages of the task suggests these effects to be somewhat sensitive to task characteristics.
Subject: 516 Educational sciences
motivaatio
kiinnostus
minäpystyvyys
suoritus
alakoululaiset
515 Psychology
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