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Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs

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The current study used a longitudinal design to model initial interest and utility-value as antecedents of de- veloping interest and course proficiency. Using measures from four time points across one academic year and competency assessed at the beginning of the previous year, we examined direct and mediated contributions of utility-value, self-efficacy, and self-concept for the development of domain interest. Japanese tertiary students (n = 614; Female = 129) undertaking a compulsory year-long study of English as a foreign language partici- pated. Students reported motivation (interest, utility-value and competence beliefs of self-efficacy and self- concept) for studying English as a foreign language. In addition, the design allowed detection of reciprocal effects: the forward effect of interest on competence beliefs and in turn the forward effects of competence beliefs on interest. Initial domain interest indicated direct and/or mediated effects for all constructs, while self-efficacy indicated a reciprocal relationship with domain interest. Profile analyses (LPA) identified 3 motivation profiles that were stable across two semesters. Testing a mover-stayer model (LPTA) indicated some movement between the low and medium intensity profiles of motivation. ------> Free Copy until MAY 2019 HERE https://authors.elsevier.com/a/1YdaO3QACxVuQ3
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... Another factor of personal readiness/ characteristic influencing situational interest development is prior knowledge (Dochy et al., 1999). Recent modeling studies (Fryer & Ainley, 2019;Nuutila et al., 2020) have indicated that prior knowledge plays an essential role in interest development. Self-efficacy is also a personal characteristic that cannot be neglected when examining situational interest sources (e.g., Fryer et al., 2016;Nuutila et al., 2020). ...
... Self-efficacy is also a personal characteristic that cannot be neglected when examining situational interest sources (e.g., Fryer et al., 2016;Nuutila et al., 2020). The reciprocal association between interest and self-efficacy has been substantiated both theoretically (Hidi et al., , 2007 and empirically (e.g., Fryer & Ainley, 2019;Nuutila et al., 2020) by relevant studies. ...
... Apart from external stimuli, learners' readiness/characteristics, such as prior individual interest, prior knowledge and self-efficacy, have also been found to influence their situational interest (e.g., Fryer et al., 2021;Nuutila et al., 2020;Fryer & Ainley, 2019;Renninger & Hidi, 2011;Durik & Matarazzo, 2009). However, among the 35 included studies in the current review, 14 studies did not consider individual characteristics in the pre-test when examining the influence of situational interest sources. ...
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The importance of interest in learning has long been recognized. Considering the beneficial effects of situational interest (e.g., its potential to develop into individual interest) and its primary dependence on environmental features, numerous empirical studies have explored various situational interest sources (e.g., novelty, utility-value) within learning activities. This review aims to systematically summarize the situational interest sources identified by existing empirical studies based on the four-phase model of interest development (Hidi & Renninger Educational Psychologist, 41(2), 111–127, 2006) and to synthesize the influence of these sources on learners’ situational interest. Underpinned by the five-stage framework by Arksey and O’Malley (International Journal of Social Research Methodology, 8(1), 19–32, 2005) and PRISMA extension for scoping reviews ([PRISMA-ScR], Tricco et al., Annals of Internal Medicine, 169(7), 467–473, 2018), the current review examined 35 empirical studies on situational interest sources between 2006 and 2022. Six types of situational interest sources (utility-value/relevance/meaningfulness, novelty, cognitive activation/complexity, social interaction, hands-on activity, choice) were extracted from the empirical studies reviewed. The effects of these six types of situational interest sources in different conditions and for different types of learners were demonstrated in the review. Latent sources underlying the proposed types of situational interest sources were also examined. The psychological, cognitive or behavioural rationales underlying the effect of each type of situational interest source and the implications for future research and practice were discussed at the end of the review.
... The paired importance of self-efficacy and interest for student learning has recently been empirically strengthened by their reciprocal relationship across time (e.g. Fryer & Ainley, 2019;Nuutila et al., 2020), with self-efficacy hypothesised as supporting the sustenance and growth of students' interest in a specific object (Hidi & Ainley, 2008). The precise mechanisms for these contributions have only recently become the focus of empirical research. ...
... Over the past four decades, research examining how self-efficacy impacts interest has grown from early cross-sectional correlative (Bandura & Schunk, 1981) to more recent longitudinal (Fryer & Ainley, 2019;Nuutila et al., 2020) studies. Acknowledging the dynamic nature of these interconnected individual differences (i.e. ...
... Buttressing the importance of ability-beliefs' role within interest development, both theory (Hidi & Ainley, 2008; and empirical evidence (Fryer & Ainley, 2019;Nuutila et al., 2020) support robust reciprocal linkages between interest and self-efficacy across time. Furthermore, interest and self-efficacy have each been found to predict knowledge gains at both situational (Fryer et al., 2021) and at course-level grain sizes (Fryer & Ainley, 2019;Nuutila et al., 2020). ...
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50 FREE copies--> https://www.tandfonline.com/eprint/KUBPGURQBIVMQ5SWXPX8/full?target=10.1080/01443410.2024.2387549 The broad relationship between students' self-efficacy and interest has been highlighted for decades. This, along with the inherently developmental nature of learning, calls for a more thorough examination of the way fluctuations in students' self-efficacy influence their interest in learning within a single course over an academic year and beyond. The present study investigated how the latent growth of students' self-efficacy beliefs over time influenced their interest in a particular subject area, both short-term (3 weeks) and long-term (47 weeks). Data were collected at eight intervals: four times for self-efficacy within one academic year and three times for domain interest during the following academic year, primarily through weekly e-learning activities at a Japanese university. Attendance over three academic semesters, standardised achievement over one academic year (with prior knowledge control), and domain interest were modelled as outcomes in a latent structural equation model that encompassed a latent curve for self-efficacy beliefs throughout the course of study. The distinct contributions of both the baseline and the growth rate of self-efficacy beliefs to the variance in students' domain interest over the short and longer term were confirmed by the study. Over the course of two academic years, it was found that the growth rate of self-efficacy, relative to its baseline, became increasingly more important for key learning outcomes such as students' domain interest.
... Interest is associated with increased attention to stimuli and it plays a crucial motivational role in the formation and development of skills, abilities, and intellect (Izard 2009;Reeve et al. 2015;Renninger and Hidi 2019). Practical observations show that interest is linked to increased productivity (Izard 2009;Reeve et al. 2015;Diener et al. 2020) and academic performance (Jansen et al. 2016;Fryer and Ainley 2019). Interest is essential for creativity (Izard 2009), and it is associated with self-confidence, competence (Fryer and Ainley 2019), and job satisfaction (Diener et al. 2020); it can be considered a biological force that influences the capacity for learning (Renninger and Hidi 2022). ...
... Practical observations show that interest is linked to increased productivity (Izard 2009;Reeve et al. 2015;Diener et al. 2020) and academic performance (Jansen et al. 2016;Fryer and Ainley 2019). Interest is essential for creativity (Izard 2009), and it is associated with self-confidence, competence (Fryer and Ainley 2019), and job satisfaction (Diener et al. 2020); it can be considered a biological force that influences the capacity for learning (Renninger and Hidi 2022). ...
... This analogy can be drawn from literature data where the literacy level and vocabulary richness are associated with shorter fixation durations. The aggregate of prior and acquired knowledge and experience is linked to the development of interest and the readiness to interact with tasks (Krapp 2002;Sui and Humphreys 2015;Fryer and Ainley 2019;Nuutila et al. 2020;Fryer et al. 2021;Lepper et al. 2022). Even the emergence of a new interest cannot be perceived as completely new personality-object relations; rather, interest is built on structural and dynamic components acquired in earlier stages of ontogenesis (Krapp 2002). ...
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The state of interest as a positive emotion is associated with the ability to comprehend new information and/or to better consolidate already perceived information, to increase the attention level to the object, to increase informational processing, and also to influence such processes as learning and motivation. The aim of this study was to reveal oculomotor correlates that can predict the locus of interest in cases of people perceiving educational information from different areas of knowledge presented as text or multimedia content. Sixty (60) volunteers participated in the study (50% males, mean age 22.20 ± 0.51). The stimuli consisted of 16 texts covering a wide range of topics, each accompanied by a comprehension question and an interest assessment questionnaire. It was found that the multimedia content type triggered more visual attention and gave an advantage in the early stages of information processing. The first fixation duration metric for the multimedia stimuli allowed u to characterize the subjective interest assessment. Overall, the results suggest the potential role of eye-tracking in evaluating educational content and it emphasizes the importance of developing solutions based on this method to enhance the effectiveness of the educational process.
... Self-efficacy is not only related to task-level outcomes but also longer-term pursuits such as skills development (e.g., teaching self-efficacy; [43]). Both theory [28] and empirical studies [44,45] strongly support the reciprocal linkages between self-efficacy and interest over time. Evidence from previous studies indicated the unique contribution of both interest and self-efficacy to learning outcomes [44,45]. ...
... Both theory [28] and empirical studies [44,45] strongly support the reciprocal linkages between self-efficacy and interest over time. Evidence from previous studies indicated the unique contribution of both interest and self-efficacy to learning outcomes [44,45]. It is an important concept to understand any learning process but rarely measured in previous studies that focused on how XR technologies affect architecture education. ...
... Self-efficacy, or beliefs about one's capabilities, is also vital as it predicts learning outcomes. As students gain mastery experiences using XR, this should boost their self-efficacy, which in turn can further enhance their interest [44,45]. By examining both interest and self-efficacy, the researchers can gain deeper insights into the psychological mechanisms underlying the effectiveness of XR technologies in architecture education. ...
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Present research investigates the impact of extended reality (XR) tools on students' interest, self-efficacy, and performance in learning architecture through two longitudinal, mixed-methods studies. Study 1 was undertaken in a 10-day workshop that used augmented reality (AR) to assist in constructing bamboo structures. Study 2 was conducted in an architecture design course that used virtual reality (VR) and AR to design and present models. We applied the model of interest development to explain the change of interest in learning architecture that integrates XR tools. The research highlights the importance of course structure and interactions between teachers and students in maintaining interest throughout the learning process. The research also suggests that to increase students' learning interest using XR technologies, it is essential to focus on how these tools can be utilized to build a deeper connection between the content and the students, providing opportunities for practical application of knowledge and skills.
... Lack of learner readiness and reduced support from educators in the transition to this novel context can have unexpected detrimental effects on motivation and achievement (Jones et al., 2010;van Rooij et al., 2018). Large-enrolment gateway courses are in part culpable for these effects, acting as degree requirements and gatekeepers to subsequent major courses (Bernacki et al., 2020;Fryer & Ainley, 2019;Kosovich et al., 2017). ...
... Performance self-efficacy is operationalised as a short-term source of motivation (with greater accuracy for shorter timeframes; Pajares & Miller, 1995), however it can feedforward to a complementary longer-term objective and outcome of formal education, supporting the development of interest in a domain (Fryer & Ainley, 2019;Harackiewicz et al., 2016). Interest is linked to longer-term motivation both prior to and re-engagement beyond the immediate learning context (Hidi & Renninger, 2006), developing alongside domain knowledge (Alexander, 2003). ...
... Bandura (2012) has clarified that judgments of self-efficacy can be made across connected tasks within a specific context, such as in academic courses. Course-level judgments of self-efficacy 6 6 are in line with succeeding in gateway courses, and can meaningfully predict task performance within the course (Fryer & Ainley, 2019;Pajares & Miller, 1995). ...
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Students entering higher education experience significant declines in both performance and motivation. Compulsory foundational gateway courses are an obvious source of difficulty. Low cost at-scale support is much needed during this critical period, but when and how remain open questions. Grade goals and self-efficacy provide short-term motivation, and are among the greatest correlates to achievement in higher education. Furthermore, students’ ongoing development in domain knowledge and interest can also offer insight on the student experience beyond the gateway course. The current study investigated the interplay between performance, short-term, and long-term motivations in a first-year online mathematics course at a research-intensive university in Pacific-Asia. Participants (n=175) completed a pretest, four formative quizzes, and surveys measuring self-efficacy (beginning, middle, and end) and interest (beginning and end). Participants were randomly assigned to one of control (no explicit instructions), course-grade-goal, or quiz-grade-goal conditions (i.e., explicit instructions to make goal(s) for the overall course or each subsequent quiz respectively, with feedback on each quiz in relation to goals). Analyses included MANOVAs for difference testing, and testing a longitudinal fullyforward (all past variables simultaneously predicting future variables) latent SEM model. In the face of an uncertain context, self-efficacy remained a salient reciprocal predictor of performance, while students’ interest experienced initial dissonance with performance, realigning by the end of the semester. SEM results indicated that participants who set course-level goals had greater middle-of-term self-efficacy, but also lower interest at the end of the course. Theoretical and practical implications are discussed.
... Eccles and colleagues (1983) identified four major value beliefs for tasks, which include intrinsic value (i.e., the enjoyment a person derives from doing a task), attainment value (i.e., the importance that individuals attach to doing well or being competent at a given task), utility value (i.e., the perceived individual usefulness of engaging in a certain domain for short-and long-term goals), and cost (i.e., the perceived negative consequences of engaging in a task). Fryer and Ainley (2017) pointed out that there is an overlap between the construct of interest and value. For instance, Eccles and colleagues' intrinsic value component has strong similarities with interest as defined by Hidi and Renninger (2006). ...
... For instance, Eccles and colleagues' intrinsic value component has strong similarities with interest as defined by Hidi and Renninger (2006). Concurrently, the construct of individual interest as defined by interest researchers (e.g., Hidi & Renninger, 2006;Krapp, 2002;Schiefele, 2009) also has a strong value component (Fryer & Ainley, 2017). ...
... Although not solely, most studies that have linked perceived value to interest in specific domains have concentrated on (perceived) utility value (Fryer & Ainley, 2017). For example, Hulleman and Harackiewicz (2009) showed that an intervention which encouraged students to connect course material to their lives increased interest and course grades for students with low success expectations. ...
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The present study examined and/or explored factors that influence individual interest and performance in the learning of French as a second foreign language in Ghanaian basic schools. Seven hundred and fifteen (N = 715) grade seven and eight students participated in the study. Using a longitudinal approach, the participants responded to questionnaires designed to collect data on the study variables and the researcher linked these responses to participants' French scores in their subsequent terminal examinations. Structural equation modeling was then used to test a hypothesized model that portrayed relationships among the study variables. The results showed French self-concept, perceived French value and perceived classroom value to be significant predictors of interest in French. Also, French self-concept, language mindsets and French teacher-related anxiety emerged as significant predictors of French-related anxiety in the present study. Interest in French but not French-related anxiety significantly predicted participants' performance in French. Finally, participants' interest in French was significantly lower than their interest in both English and Mathematics. These findings are discussed in line with existing literature and useful implications for promoting interest in schools are provided.
... However, these studies have only examined positive task values and self-concept, and they have excluded cost. The few cross-sectional studies that have examined motivation patterns with cost in math have identified different profiles of students' motivation and cost; these studies have depicted high/low success expectations, utility values, and cost (Hodis and Hodis, 2020), which have reflected overall differences (e.g., low, average, high motivation) in students' task values and cost profiles (see also Fryer and Ainley, 2019). Only a few studies have identified more specific nuances in students' motivation profiles when low motivation is associated with high cost (Gaspard et al., 2019;Watt et al., 2019;Lee et al., 2022). ...
... The person-oriented studies that have included costs have generally focused on specific domains, such as math (Watt et al., 2019;Hodis and Hodis, 2020), science (Perez et al., 2019;Watt et al., 2019), chemistry (Lee et al., 2022), or language (Fryer and Ainley, 2019). One study (Gaspard et al., 2019) that did examine task value-cost profiles across math and English as a second language identified two profiles characterized by mixed motivation (i.e., High language/Low math, Low language/High math) and two profiles with overall motivation (i.e., High motivation in language/math and Moderate motivation in language/math). ...
... To understand students' educational choices and the factors that influence them, it is essential to first examine the formation of students' nuanced task value patterns during their middle school years, as during this period, task motivation begins to play a more important role in their studies. Prior research has shown that motivation profiles remain moderately stable over time (e.g., Fryer and Ainley, 2019;Lazarides et al., 2019;Oppermann et al., 2021), whereas some studies have found that profile memberships reveal noticeably clear changes (e.g., Lazarides et al., 2021). To the best of our knowledge, longitudinal person-oriented studies that include task values and cost remain unexplored. ...
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According to the modern expectancy-value theory, students’ task values may differ across domains, manifesting as varying motivational patterns. In middle school, students’ motivation becomes increasingly apparent and may direct their future occupational aspirations. Using a person-oriented approach, this study examines students’ self-concept, and positive and negative task values (i.e., utility value, intrinsic value, and emotional cost) across Finnish language, math, biology, and physics, and the stability of the identified profiles. Further, the associations of the profiles with students’ subsequent academic achievement and math and natural science, technology, engineering, and mathematics (STEM)/health science STEM aspirations, and gendered effects were examined. Longitudinal data was collected through Grades 7 to 9 in 21 middle schools in Helsinki, Finland (N = 1,309, N = 1,179, N = 818, respectively; age 13–15 years; 55.9% female). Latent profile analysis (LPA) identified four task value profiles in Grades 7 and 8: Low motivation high cost STEM (13%/13%) showed low task values with high cost, especially in math and physics; High motivation low cost STEM (7%/8%) showed the highest task values with the lowest cost, especially in math and physics; High motivation high cost (18%/17%) showed high task values and cost across domains; and Moderate motivation and cost (62%/62%) showed moderate task values and cost across domains. The latent transition analysis identified Moderate motivation and cost as the most stable profile across 2 years. In comparison to the other profiles, students with a Low motivation high cost STEM profile were less likely to have STEM aspirations in Grade 9. These results suggests that majority of middle school students are highly to moderately motivated in various domains, however, some students simultaneously experience high cost. It may reflect the increasingly difficult courses and study demands in middle school.
... Self-efficacy is a positively focused ability belief that describes a person's perception of his ability to successfully complete a specific task (Bandura, 1977). It was found to be as important as value in educational settings and was an important predictor of achievement (Fryer and Ainley, 2019;Nuutila et al., 2021). While the majority of self-efficacy research focused on task-level outcomes, Bandura (2011) has clarified that self-efficacy are also related to long-term pursuits such as skill development have developed over time and are not limited to individual events. ...
... While the majority of self-efficacy research focused on task-level outcomes, Bandura (2011) has clarified that self-efficacy are also related to long-term pursuits such as skill development have developed over time and are not limited to individual events. Increasing empirical evidence supports the important role of selfefficacy in benefits, with long-standing theories suggesting that the two are interconnected over time (Fryer and Ainley, 2019;Nuutila et al., 2020). ...
... The results of previous studies show that individual interest and selfefficacy are positively correlated (Armstrong et al., 2009). This growing body of empirical evidence supporting the important role of self-efficacy within an interest is buttressed by long-standing theory suggesting that the two are reciprocally linked over time (Fryer et al., 2016(Fryer et al., , 2019Nuutila et al., 2020Nuutila et al., , 2021. Fryer et al. (2021) used the potential curve to analyze the role of self-efficacy between knowledge development and individual interest, which lends further support to the critical role played by self-efficacy beliefs within the development not only of knowledge but also of individual interest as a learning outcome. ...
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To identify the key influencing factors and analyze the internal relationship among the factors of individual interest in PE, we conducted a cross-sectional survey of a large sample of Chinese young students based on the decision tree model. A total of 3,640 young students (Mage = 14.16; 7–18 years; SD = 2.66, 47% boys) were investigated by using six questionnaires, including individual interest in physical PE, self-efficacy, achievement goals, expectancy value in PE, PE knowledge and skills and PE learning environment. Results showed there were a total of seven variables entered into the decision tree model, which was 3 layers high, including 38 nodes. The root node was expectancy value which was divided by sports knowledge and skills and self-efficacy. The third layer included mastery-approach goal, family sports environment, performance-avoidance goal and gender. The results depict that expectancy value of PE was the most important influencing factors of adolescent students’ individual interest in PE in this study, and the other important factors were sports knowledge and skills, self-efficacy, mastery-approach goal, family sports environment, performance-avoidance goal, and gender, respectively. The implications for PE are: (1) Improve the status of the PE curriculum and enhance students’ recognition of the value of PE; (2) Strengthen the teaching of knowledge and skills to avoid low-level repetitive teaching; (3) Enhance success experience and foster sports self-efficacy; and (4) Establish reasonable sports goals to foster individual interest in sports learning.
... For the positive emotional items confident, interested, excited and enthusiastic, we hypothesized that the relationship between self-reports and HR response would vary from individual-to-individual. The rationale for this hypothesis is that previous longitudinal studies have found that university student attitudes towards learning English may vary from person-to-person, and certain dynamic factors (e.g., confidence, motivation) may affect individuals at unpredictable instances and intensities depending on circumstances within or outside of the learning environment (e.g., the teacher, classmates, a part time job, time constraints, perceptions regarding the value of English) (Fryer & Ainley, 2019;Kikuchi, 2017;Leeming, 2017). ...
... In recent years, research into the role that language learner interest plays in their motivation has increased (e.g., Claro, 2019;Fryer & Ainley, 2019;Muir, 2020). In a series of semi-structured interviews with university English language learners, Waninge (2015) concluded that interest was a powerful dynamic attractor state that can influence learner motivations. ...
... In a series of semi-structured interviews with university English language learners, Waninge (2015) concluded that interest was a powerful dynamic attractor state that can influence learner motivations. However, accurately identifying patterns and intensities of interest over groups in longitudinal studies can be difficult due to the fact that interest often varies considerably between individuals over time (Fryer & Ainley, 2019;Kikuchi, 2017;Leeming, 2017). ...
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While psychologists often use a combination of physiological and self-reported data to examine the dynamic effects of stress on performance, the impact of affective states on Foreign Language (FL) speaking performance has almost exclusively been assessed using self-report methodology (e.g., questionnaires, interviews). In fact, studies that correlate physiological data with self-report measures in a classroom context are extremely rare due to both cost and logistical restraints. This study set out to address this gap in language learning research by employing Fitbit smart watches as a tool to unobtrusively collect heart rate (HR) response data. Participants in this study were undergraduate Japanese language students (5 males and 5 females, mean age = 19.7 years, SD = .95) at a private university in Japan. Over three sessions, students wore Fitbit smart watches and performed three different class-observed dialogs (with randomized partners and performance order) while seated at their desks. Students were also asked to report their affective state (to index their feelings in the moment) across three intervals within each class session: class start, pre-performance, and post-performance. Using multi-level modeling statistical analysis, elevated self-reported state feelings of distress and embarrassment were found to be significantly positively related with elevated HR response. To further understanding of how affective states unfold in classroom environments, researchers should consider both physiological and self-report measures. With advances in wearable technology, similar research designs to this study may become more commonplace.
... In Nuutila et al. (2020), interest and self-efficacy are juxtaposed as "the 'want' and 'can' of motivation" (p.1). Similarly, Fryer and Ainley (2019) have recently argued that "competence beliefs function as drivers for the cognitive processing required to perform the learning activity […] reasons for study are represented by interest" (p.252). ...
... Prior research about the interplay between interest and self-efficacy has highlighted reciprocal associations between the two (Ainley, Buckley, & Chan, 2009;Bandura & Schunk, 1981;Bong, Lee, & Woo, 2015;Chen et al., 2016;Fryer, Thompson, Nakao, Howarth, & Gallacher, 2020;Grigg, Perera, McIlveen, & Svetleff, 2018;Hidi, Ainley, Berndor, & Del Favero, 2007;Niemivirta & Tapola, 2007;Nuutila et al., 2020). However, longitudinal studies in secondary schools that account for the fact that self-directed learning temporarily expands regular instruction have yet to be conducted (Fryer & Ainley, 2019). ...
... Again, H2 is confirmed, but there is one exception. By interpreting the associations between all observed changes, the present study results contribute to a body of research that has demonstrated reciprocal connections between interest and self-efficacy over time (Fryer & Ainley, 2019;W. Lee, Lee, & Bong, 2014;Nauta, Kahn, Angell, & Cantarelli, 2002;Niemivirta & Tapola, 2007;Nuutila et al., 2020;Tracey, 2002) and within time (Bong et al., 2015;Hidi et al., 2007;W. ...
Article
Interest and self-efficacy are two key components of motivation and learning, both of which decrease during adolescence. The situated expectancy-value theory (SEVT), recently formulated by Eccles and Wigfield (2020), provides a detailed perspective on critical components of learning situations and the ways in which competence beliefs (e.g., self-efficacy) and value perceptions (e.g., interest) work together to impact students’ achievement. This four-wave study includes data from 754 German secondary school students (MAge = 13.56; SD = 1.2; 49.4% girls). The study analysis employed two latent change models and a latent neighbor change model with covariates (sex, age, grades) to examine the development and interconnections between interest and self-efficacy. The schools included in the sample expand instruction via two self-directed learning intervals during the school year. During the self-directed learning intervals, learning was driven by the students’ preferences for subject matter rather than curricular objectives. The findings indicate that students’ interest and self-efficacy increased not only during self-directed learning but also over the course of the school year. The results suggest that an instructional environment that has been enriched by SDL intervals benefits the interplay between interest and self-efficacy.
... In Nuutila et al. (2020), interest and self-efficacy are juxtaposed as "the 'want' and 'can' of motivation" (p. 1). Similarly, Fryer and Ainley (2019) have recently argued that "competence beliefs function as drivers for the cognitive processing required to perform the learning activity […] reasons for study are represented by interest" (p. 252). ...
... However, longitudinal studies in secondary schools that account for the fact that selfdirected learning temporarily expands regular instruction have yet to be conducted (Fryer & Ainley, 2019). ...
... Again, H2 is confirmed, but there is one exception. By interpreting the associations between all observed changes, the present study results contribute to a body of research that has demonstrated reciprocal connections between interest and self-efficacy over time (Fryer & Ainley, 2019; W. Lee, Lee, & Bong, 2014;Nauta, Kahn, Angell, & Cantarelli, 2002;Niemivirta & Tapola, 2007;Nuutila et al., 2020;Tracey, 2002) and within time (Bong et al., 2015;Hidi et al., 2007; W. Lee et al., 2014). Thus, the outcomes of the LNCSM indicate that students who had high values of interest also tended to have high values of self-efficacy. ...
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Interest and self-efficacy are two key components of motivation and learning, both of which decrease during adolescence. The situated expectancy-value theory (SEVT), recently formulated by Eccles and Wigfield (2020), provides a detailed perspective on critical components of learning situations and the ways in which competence beliefs (e.g., self-efficacy) and value perceptions (e.g., interest) work together to impact students’ achievement. This four-wave study includes data from 754 German secondary school students (M Age = 13.56; SD = 1.2; 49.4% girls). The study analysis employed two latent change models and a latent neighbor change model with covariates (sex, age, grades) to examine the development of and interconnections between interest and self-efficacy. The schools included in the sample expand instruction via two self-directed learning intervals during the school year. During the self-directed learning intervals, learning was driven by the students’ preferences for subject matter rather than curricular objectives. The findings indicate that students’ interest and self-efficacy increased not only during self-directed learning but also over the course of the school year. The results suggest that an instructional environment that has been enriched by SDL intervals benefits the interplay between interest and self-efficacy.
... Consistent with this finding, interest is best defined as a desire to reengage with an object (Renninger & Hidi, 2017). In addition to being a source of motivation, interest has been linked to outcomes as diverse as learning strategies (Alexander, 2003), recall (McDaniel et al., 2000, achievement (Fryer & Ainley, 2019) and goals (Harackiewicz et al., 2008). It is important to also acknowledge that interest and its development is an important learning outcome in its own right (Harackiewicz et al., 2016). ...
... Cronbach's α >0.70) and construct validity (i.e. consistently good confirmatory factor analysis model fit, see Section 4.4) (Fryer et al., 2016(Fryer et al., , 2017Fryer & Ainley, 2019;Fryer et al, 2021). For situational interest, three items were used: (1) this activity/task is personally meaningful; (2) This activity/task is interesting; and (3) I want to do activities/tasks like these again. ...
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How do task experiences support proximal and longer‐term desires to reengage? Central to this question is the interplay between perceptions of task difficulty and the situational interest. This interplay is increasingly researched but not yet well understood. Micro‐analytic, latent studies are important tools for replicating past findings and extending our understanding in this area. This study aimed to extend our understanding of the interplay between readiness (prior knowledge and individual interest), a sequence of mathematics task experiences (situational interest and perceived difficulty) and reengagement beyond the set of tasks (i.e. optional follow‐up engagement). Participants (ages 20–49; n = 301) completed a series of maths tasks online, self‐reporting their task experiences after each task. Participants were offered an optional opportunity to follow‐up with the task content as a measure of their continued interest. Both readiness components assessed were important predictors of future situational interest (positive) and perceptions of task difficulty (negative). Persistent interconnections between the task experience components across time supported past evidence regarding the important role of situational interest and the challenges of perceived difficulty for sustained engagement. Modelling indicated that task success (β = 0.36), situational interest (β = 0.16) and perceptions of task difficulty (β = 0.21) can converge on choices to reengage with an object going forward.
... Several recent studies have adopted a person-centred approach (e.g. Andersen & Chen, 2016;Bøe & Henriksen, 2013;Fryer & Ainley, 2019;Hermans et al., 2022;Perez et al., 2019;Radišić et al., 2020;Snodgrass Rangel et al., 2020;Wormington & Linnenbrink-Garcia, 2017). Profile analysis is a person-centred approach that uses cluster analysis and latent profile analysis (LPA) to identify profiles in a sample (Andersen & Chen, 2016;Bøe & Henriksen, 2013;Hermans et al., 2022). ...
... LGCM has been used to investigate personality and interests (Fryer & Ainley, 2019;Hoff et al., 2020) and is useful in studying developmental interest trajectories. ...
... The evolution of these perceptions may indeed vary as a function of individual or school-related experiences. Regarding the second line of work, there is several research which examined the determinants and correlates of these perceptions (Fryer & Ainley, 2019;Spinath & Steinmayr, 2012). In terms of determinants, one internal (i.e., previous accomplishments) and three external factors (i.e., the student performance compared to that of their peers and the inference their parents and teachers make about their competence and the support they provide) are identified as key determinants of these perceptions (Eccles & Wigfield, 2020). ...
... This subgroup of students included low achievers who considered themselves as rather capable, and average achievers who underestimated their competence. These results are consistent with recent findings suggesting that students vary in terms of their self-assessment of academic skills (Fryer & Ainley, 2019;Lee & Ju, 2021;Smith et al., 2020). But above all, they corroborate results suggesting that these self-assessments do not always reflect students' academic attainments or abilities (Boissicat et al., 2020;Bonneville-Roussy et al., 2017;Jamain et al., 2021;Leduc & Bouffard, 2017;Urban & Urban, 2021). ...
Article
This study was interested in the level of correspondence between high school students’ self-perceptions of academic competence and achievement. The objectives were to (a) identify different profiles of students in terms of correspondence between perceptions of general academic competence and achievement in language arts and mathematics, (b) describe the personal and family characteristics of the students in these profiles, and (c) associate personality traits defined by the Big-Five with these profiles. A latent class analysis and a multinominal logistic regression were conducted on the data collected from 309 ninth and tenth graders. Among the most salient results, five profiles of students were identified, three of which with competence perceptions corresponding with achievement (i.e., high achievers with high self-perceived competence (SPC), average achievers with average SPC, and low achievers with lower SPC) and two with competence perceptions showing no or little correspondence with achievement (i.e., low achievers with higher SPC and average achievers with lower SPC). Also, students scoring high on openness to experience and conscientiousness were more likely to belong to the profile of high achievers with high SPC. These findings contribute to the literature on the possible reasons why students hold accurate or biased self-perceptions of competence.
... Perceived utility plays a crucial role in triggering students' interest in many domains (Fryer & Ainley, 2019;Hecht et al., 2021;Kale & Akcaoglu, 2018), such as mathematics (Harackiewicz et al., 2012) and science (Ainley & Ainley, 2011). In other words, if students fully realize the benefits of a domain, they may be very interested in it. ...
... As students with a high level of self-efficacy are more likely to be aware of their future needs by applying metacognitive strategies (Li & Zheng, 2018), our assumption that students with high levels of mathematics self-efficacy are more likely to realize the usefulness of coding in their future mathematics learning and problem-solving has been supported. Subsequently, students' perceived coding utility will trigger their coding interest, which is consistent with what utility theory predicts (Fryer & Ainley, 2019;Hecht et al., 2021;Kale & Akcaoglu, 2018). ...
Article
Coding is a highly valued skill used in many disciplines across the globe. However, it is reported that students’ coding interest and self-efficacy are usually low. Theoretically, the affective domain of coding is in its infancy, and very few studies have set out to identify the determinants of coding interest and self-efficacy. This study explored how mathematics interest and self-efficacy, as two important mathematics-related factors, influenced coding interest and self-efficacy. Employing a quantitative cross-sectional survey design, 605 students from two public senior high schools in two big cities in China were investigated. A two-step structural equation modeling approach was adopted to analyze the data. Findings showed that mathematics interest, directly and indirectly, influenced coding interest significantly. In addition, coding self-efficacy was indirectly impacted by mathematics interest and coding interest was indirectly impacted by mathematics self-efficacy significantly. Most importantly, our model has proved to be powerful in explaining coding interest. This study contributes to the theoretical and practical understanding of the relationship between mathematics and coding attitudes, seldom explored in senior high school settings.
... Meanwhile, the analyses by Ainley and Ainley did not include perceived expectancy of success despite it being a strong predictor of interest (cf. Fryer & Ainley, 2019;Nuutila et al., 2020). This study, therefore, investigates how perceived expectancy of success and personal value of science predict adolescents' science interest. ...
... According to Bandura (1998), self-efficacy has two dimensions: efficacy expectations, which are beliefs about whether one can effectively solve a task (as used by PISA); and outcome expectations, which refer to beliefs that a given behaviour will lead to a particular outcome. It has been argued that self-efficacy predicts interest development (Lent et al., 1994), and recent empirical studies suggest reciprocal links between self-efficacy and interest (Fryer & Ainley, 2019;Fryer et al., 2021). A meta-study has shown that interest and self-efficacy correlate more strongly in science and mathematics than in other subject areas (Rottinghaus et al., 2003), a finding that was more recently supposed by Bong, Lee, and Woo (2015). ...
Article
It has repeatedly been documented that there are cross-sectional gender differences in adolescents’ science interest, and these differences are often considered the main factor behind the gap in enrolment rates in higher education STEM programmes. Based on expectancy-value theory and interest theory, this study models interest and tests how self-efficacy and utility value predict science interest among male and female adolescents based on the PISA 2015 data set for Denmark. The results suggest that self-efficacy and utility value had a large predictive effect on science interest for both males and females. Despite the frequently pointed out gender differences in science interest, the multi-group analysis results only show a significant difference between males and females in the path through utility value. These findings indicate that beliefs about the utility value of science are more important for female adolescents’ development of an interest in science than for their male peers. This implies a need for strategies for enhancing students’ perceptions of utility value in science education.
... This domain-neutral scale can be adapted to a subject-focused scale (Midgley et al., 2000), as it was in this study. The scale has been therefore adapted and validated in studies across fields of research, including many previous EFL studies (Fryer & Ainley, 2019;Fryer & Oga-Baldwin, 2019;Hirosawa et al., 2024). It has further been used successfully in previous cross-theoretical longitudinal research in East Asian settings (Reeve & Lee, 2014). ...
Article
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Self-efficacy, the belief in one's own capability, is an important element in students' academic success and positive functioning in school settings. However, self-efficacy, like motivation, is easily frustrated by the social environment in school. Although studies have investigated the cross-theoretical relationship between self-efficacy and autonomy support in English as a Foreign Language (EFL) classrooms in a university and a secondary school setting, it has not been examined in the primary school context. To address the research gap, the present study explored the relationship that might exist between self-efficacy and perceived autonomy support in primary EFL classrooms. The participants were 454 fifth-grade students from three primary schools in Japan and Taiwan. They responded to scales measuring academic self-efficacy and perceived autonomy support. The three-time point data were collected during regular classes throughout the school year. The data were tested using a cross-lagged panel model. Results demonstrated that significant reciprocity existed between academic self-efficacy and perceived autonomy support. Unexpectedly, however, academic self-efficacy negatively predicted perceived autonomy support, which in turn negatively predicted academic self-efficacy. Findings indicate that despite the intentions of teachers to promote positive functioning, learners' existing goals, desires, and inclinations also agentically influence their perceptions of learning environments. These findings offer both theoretical and practical considerations for future psychological research on young language learners.
... Interest provides direction and intensity in behavior, helping individuals develop as individuals (Ainley, 2010). Previous studies have shown that task interest leads to interest in activity engagement (Fryer & Ainley, 2017). Grigg et al.'s (2018) research on the integrative model of math self-efficacy, interests, aspirations, and accomplishment among early and middle adolescents found that math interests and intentions are mutually related. ...
Article
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Purpose: Existent literature on employee career goal-setting behavior has focused on pyramid-shaped organisational hierarchies, often overlooking alternatives. Thus, this paper investigates the factors influencing career goal pursuit in rectangular-shaped hierarchies. Design/Methodology/Approach: The paper which proposes a deductive methodology under positivism research approach, is underpinned with three theories namely, the Social Cognitive Career Theory (SCCT), the Regulatory Focus Theory (RFT), and the Perceived Organisational Support (POS) Theory. Findings: This conceptual paper explores the relationships between key variables, the mediating effects of promotion/prevention-focused outcomes and interest, and the moderating effects of POS with the concept indicator model. Practical Implications: This paper provides the envisaged managerial insights into enhancing employee career goal-setting behavior through improved human resource practices that emphasise organisational support perceptions, helping to overcome employees' reluctance to pursue their career goals. Originality/Value: With the integration of three theories (SCCT, RFT, and POS), this paper explores to describe employee career goal-setting behavior in rectangle-shaped hierarchy occupations.
... In the present study, strategies for self-regulated learning behaviors did not mediate the reciprocal relationship between learning interest and learning persistence alone, which was inconsistent with the hypothesis 2. Learning interest and persistence can significantly predict students' strategies for self-regulated learning behaviors. These paths were consistent with previous studies because students who are interested in particular tasks use more strategies for selfregulated learning than those without such interest (Fryer & Ainley, 2019). Moreover, students who show greater persistence in pursuing their goals in the face of adversity, challenge, or any other types of disruption are more likely to use time and environment management and other strategies central to self-regulated learning (Wolters & Hussain, 2015). ...
Article
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Learning interest (internal driving motivation) and learning persistence (explicit behaviors) are important factors affecting students’ academic development, yet whether they operate reciprocally and how to bolster them are still issues requiring attention. This study aimed to examine the reciprocal relationship between learning interest and persistence as well as the potential mechanisms behind the relationship from the perspectives of internal self-regulation and external feedback (i.e., academic performance). 510 students (Mage = 13.71, SD = 1.77, 44.1% girls) were tracked for one year using questionnaires. Results showed that higher learning interest was linked to greater subsequent learning persistence and vice versa; and both predicted each other over time indirectly through academic performance and the multiple mediating paths from strategies for self-regulated learning behaviors to academic performance. Ancillary analysis verifies the robustness of these results. The findings not only provide evidence of a dynamic relationship between learning motivation and behaviors, highlighting the important role of positive performance feedback in leading to a benign cycle, but also contribute to understanding the potential avenue (i.e., teaching strategies for self-regulation) for optimizing student learning.
... However, the often observed correlations may also be due to situational interest and self-efficacy drawing on the same knowledge base, and both being affected by other simultaneously occurring cognitive and affective processes Renninger & Hidi, 2016). Most research on the interplay between interest, competence perceptions, and performance has been conducted in the context of a course (e.g., a language course; Fryer et al., 2016Fryer et al., , 2022Fryer & Ainley, 2019;Linnenbrink-Garcia et al., 2013) or a domain (e.g., different school subjects, Arens et al., 2019), but the findings on their mutual effects are rather mixed. The relationships between interest and competence perceptions and their influence on performance seem to be stronger in the context of a course than in the context of a domain. ...
Thesis
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This doctoral dissertation focused on the mutual relationships between elementary school students’ interest and competence perceptions within tasks and over an extended time period. Interest and competence perceptions are important precursors of motivation and performance in tasks, and may also influence each other. However, research on their interplay is still limited, as most of it has focused on their correlations or unidirectional effects (e.g., the effects of interest on competence perceptions but not vice versa), and we know rather little about their temporal dynamics. Also, task-specific interest and competence perceptions may be connected with students’ domain-specific interest and self-concept, but empirical evidence is limited. Thus, the present dissertation addressed these dynamics in three individual studies, in which their relationships were examined across tasks and over time (Study I), and within tasks (Studies II and III). Structural equation modeling was applied for analysing the data (i.e., cross-lagged panel modeling in Studies I and II, and latent growth curve modeling in Study III) to examine the research questions.
... improving research quality. Longitudinal (e.g., Fryer et al., 2019Fryer et al., , 2022, personcentred (e.g., Wang et al., 2021) and experimental designs (e.g., Dong et al., 2022) have begun to emerge from the field. ...
Research Proposal
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Self-efficacy is the belief that an individual has the ability to be successful in a specific task (Bandura, 1993). Bandura clarified that self-efficacy was also relevant to longer engagements across a series of self-regulated tasks (Bandura, 2012). Bandura and his co-researchers also devoted considerable attention to what he referred to as Academic self-efficacy (e.g., Zimmerman et al., 1992; Bandura 1993), i.e., the belief that one could be successful in a single or series of academic tasks working towards an established goal.Academic self-efficacy has long been acknowledged to be a central factor for learning across contexts and domains (Schunck & Pajares, 2002). It is a well-established individual difference for learning among a broad range of ages and different competence levels (Hoinicke & Broadbent, 2016).Recent meta-analysis (Richardson et al., 2012), meta-meta-analysis (Hattie, 2010 ) and reviews of meta-analysis (Schneider & Preckel, 2017) have confirmed self-efficacy as being one of thestrongest correlates of academic achievement during formal education.Research seeking to explain the role of self-efficacy within second/new language learning has been slowly growing during the past two decades. Initial empirical research workedto bridge the gap between the ubiquitous language anxiety research and social cognitive theory's perspective on engagement and achievement. Mills’ thesis (2004) and subsequent articles (e.g., Mills et al., 2006) connected language learning anxiety, classroom practice with learners’ self-efficacy for native language skills (e.g., reading skill)and mathematics.
... College students learn in a more career-oriented and time-saving way than secondary school students, hence intrinsic motivation gives way to a growth mindset in its effect on self-regulated learning (Bai & Wang, 2023). Besides, no significant predicting power of utility value was found in the present study, incongruent with previous research (Durik et al., 2015;Meyer et al., 2019;Trautwein et al., 2012;Ü ner et al., 2020), since utility value, significantly predictive of later learning interest (Fryer & Ainley, 2019), might be closely related with intrinsic value. Hence, utility value displays the lack of significant effect on learning achievement as intrinsic value. ...
Article
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Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancy-value theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific anxiety. Thus, the present study explored dimensions of task values of English learning, the relationship between expectancy, values and English language speaking anxiety (ELSA) among Chinese undergraduate EFL learners and their predictive power on spoken English proficiency. Two hundred twenty-three Chinese undergraduates completed a questionnaire about their spoken English proficiency, expectancy-value and ELSA items. The following results came to light: (1) task values in English learning had four facets; (2) different types of value were significantly positively correlated with each other, both expectancy and ELSA were significantly linked to cost value, and expectancy bore a significantly negative correlation with ELSA; (3) expectancy, ELSA and attainment and cost value separately predicted learning achievement, whereas only expectancy and value additively predicted learning achievement, where expectancy exerted a greater impact. These findings suggest that teachers should guide students to aim high and provide more opportunities for spoken English practice.
... The development of interest can be influenced by internal factors -a person's individual characteristics such as gender and age, or psychological variables such as prior interest or self-concept -and external factors including the quality of instruction and instructional practices (Fryer & Ainley, 2019;Harackiewicz & Knogler, 2017). Typical schooling, however, often fails to foster the students' interest development, and research findings point to the need to reform education (e.g., Christidou, 2011). ...
Article
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Situational interest is an important factor that has a great influence on learning success in both in-school and out-of-school learning situations. Although there has been extensive research on interest in its diverse forms for decades, an evaluated measurement instrument for situational interest that covers the three theoretically defined components of interest (emotional, cognitive, value-related) is still missing. Therefore, in this study, based on person-object theory of interest, a short scale was developed that can be used in a variety of learning programs independent of content or methods. In study 1, eight suitable items were selected and their structure was examined using exploratory methods. In study 2, the results of study 1 were verified using confirmatory factor analyses. Study 3 shows an example of a practical application of the newly developed scale in two different learning settings. The findings provide evidence that the scale developed here is a practical instrument to measure situational interest taking into account all its components. On the one hand, the scale can help teachers evaluate their educational programs; on the other hand, it can be used by researchers to empirically investigate the construct of interest. Thus, the scale makes an important contribution to research and practice.
... To this end, an experiment was conducted to assess the effect of a series of custommade informational nudge videos on students' individual interest in learning a foreign language. Individual interest is an important mediated and direct source of persistence and achievement in foreign language learning courses: e.g., predicting standardised test outcomes (Fryer, et al., 2019b), engaging with online AI learning partners (Fryer et al., 2017;2019a), and enhancing course engagement (Fryer, et al., 2016;. ...
Article
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Motivating students to persist in learning they did not choose is one of the most challenging parts of being an educator. Psychological, classroom-based interventions have been popularised, but less research has explored online support outside the classroom. An experimental test of the efficacy of a programme of informational nudge videos for the support of students' interest in learning a new language during a compulsory university course in Japan was conducted. First/second year students (n=2364; F=627), participated in the experimental study. The experimental group watched 14 engaging informational videos(mean=56 secs) twice. The control group watched 14 videos that taught a specific English phrase for roughly the same amount of time. Prior/post individual interest prior utility-value for learning English, and their prior course self-efficacy were collected. Students’ prior/postEnglish knowledge and their persistence in their course 's online learning component was collected. Following latent profile analysis based on prior variables, the full sample and each subgroup was used to test a fully-forward longitudinal Structural Equation Model, which tested the impact of the experiment on students' future individual interest in learning English.The Latent Profile Analysis revealed three latent subgroups labelled low, moderate and high motivation. SEM indicated a small, positive experimental effect for the full sample (β=.05)and a larger effect for the moderate motivation subgroup (β=.08). Post individual interest for the moderate group was a significant predictor of e-learning persistence (β=.23), which predicted future knowledge (β=.10). This pilot programme of informational nudges presented a small/medium significant longitudinal effect for future individual interest for the full sample and moderate motivation subgroup. This was followed by subsequent mediated links to e-learning persistence and knowledge growth. The informational nudge experiment presented positive results indicating that these informational, "light-touch" nudges have a capacity to support students' interest in learning
... Previous studies have shown that participation in science or positive emotions related to science can impact academic achievement (Ainley & Ainley, 2011;Bathgate et al., 2013;Dohn, 2013). These studies have also explored the relationship between interest in science and various motivational variables (Fryer & Ainley, 2019;Kastuhandani & Ke, 2022;Krapp, 2002), as well as the factors that may affect interest in science in school (Cheung, 2018;Dorfner et al., 2018;Durik et al., 2015;Durik & Harackiewicz, 2007;Roth et al., 2011). Moreover, researchers have attempted to develop interest measures and testing tools (Ely et al., 2013;Linnenbrink-Garcia et al., 2010;Renninger & Pozos-Brewer, 2015;Renninger & Schofield, 2014;Rotgans & Schmidt, 2011). ...
Article
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This study examines the individual contextual characteristics of elementary school students in Korea during the phase of interest development, using Phase of Interest Development ( PIT ) and Process-Person-Context-Time ( PPCT ) models. Four students from each level of interest development were selected to participate, and they wrote photo-journals for 12 weeks while meeting with the researcher every two weeks for semi-structured interviews. The results show that students with higher levels of interest in science tend to participate more in science activities, become more independent, and re-engage in activities. The findings suggest that factors within the microsystem, such as schoolteachers or parents, may have an influence on students’ interest in science, regardless of their level of interest. This study contributes to the theoretical foundation of interest in science research and may be useful for developing strategies to increase students’ interest in science.
... Students possessing higher academic self-concept in the active-learning environment were more likely to show a higher sense of self-efficacy and belonging (Aguillon et al., 2020). Academic self-concept was conducive to sustaining self-efficacy beliefs about maintaining interest in a specific domain (Fryer and Ainley, 2019). ...
Article
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Although academic self-concept plays a crucial role in promoting students' education, there is a paucity of studies simultaneously exploring the gender-moderated effects of academic self-concept. This study aimed to explore gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy. With Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocol (PRISMA-P) and STARLITE criteria, this study screened and assessed the retrieved literature, finally including 53 studies. It was concluded that academic self-concept exerted a positive influence on improving achievement, enhancing motivation, ameliorating performance, and boosting self-efficacy. It should also be noted that interrelations between academic self-concept and other educational constructs may be much more complicated than expected since gender disparities may moderate the effects of academic self-concept. Gender discrepancies in academic self-concept could account for the gap between male students and female students in subject-specific achievement, motivation, performance, and self-efficacy, especially in STEM courses. Teaching interventions and educational policies should be taken to enhance female students' STEM courses self-concept. Future studies should promote educational equality, highlight academic self-concept of special groups, and enhance academic self-concept in online learning. Systematic review registration https://osf.io/uxjnv/?view_only=b10db44d34154d96a361c159ca15a5b5.
... It has been suggested by the four phase model of interest development (e.g., Hidi & Renninger, 2006;Renninger & Hidi, 2017) that in the early phase of its development, interest is largely affective and often stimulated by, and reliant on the environment (i.e., situational interest); however, an individual with a welldeveloped individual interest for a particular domain will autonomously favour engaging with it, and less dependent on external factors such as the environment to sustain their interest (Lipstein & Renninger, 2006;Mikkonen et al., 2013;Renninger & Hidi, 2002). Interest is important in the education field because of theoretical (e.g., the four-phase model of interest development; Hidi & Renninger, 2006;Renninger & Hidi, 2017; and the model of domain learning; MDL; Alexander, 2003) and empirical studies (Durik & Matarazzo, 2009;Fryer et al., 2019;Grigg et al, 2018;Hidi & Renninger, 2006;Renninger & Hidi, 2011;Xu, 2018) indicating the co-developmental relationship of interest and knowledge. Moreover, increasing amounts of both prior knowledge and prior interest will yield a deeper interest in an object (Hidi & Renninger, 2016). ...
... Several previous studies showed that prior self-efficacy predicts subsequent self-efficacy; along the same line, prior competencies predict the competencies that follow (e.g. Alisic & Wiese, 2020;Fryer & Ainley, 2019). Furthermore, social cognitive theory assumes triadic reciprocity (Bandura, 1986), meaning that individuals' attributes (e.g. ...
Article
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The first academic year involves a variety of challenges students must overcome to maintain their commitment to enter the teaching profession. Students can build on their initial experience in the second semester, while everything is new in the first semester. This longitudinal study investigates the interplay of academic self-efficacy and time management, which are seen as crucial in the first year, and their effects on pre-service teachers’ commitment to their studies in the first year. By considering three measurement points in a random intercept-cross lagged panel model (RI-CLPM) to data from 579 students, we distinguish for the first time between-person and within-person effects and compare the students’ experiences in the first and second semester. As expected, students with higher self-efficacy were more committed to their studies and reported better time management. We found considerable differences in the relationships between the first and second semesters at the within-person level, revealing that students’ prior time management was not significantly connected with subsequent commitment in the first semester, but in the second semester. Surprisingly, students’ self-efficacy showed a small negative relationship with commitment in both semesters. Theoretical and practical implications for students, lecturers, and higher education institutions are discussed.
... Second, our study only demonstrated the stability of the twofold multidimensional structure of ASC with Chinese secondary school students, future research should extend such longitudinal investigation into Chinese students of other age groups and students in other cultures. Another limitation is that our study did not include other important factors in learning, such as learning engagement (Henning et al., 2022), academic enjoyment (Liu et al., 2022), study interest (Fryer and Ainley, 2019), and achievement emotions (Forsblom et al., 2022). Including these important elements may help reveal complex relations (e.g., mediating relations) between ASC, learning outcomes, and these factors. ...
Article
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Introduction The present investigation examined the stability of the twofold multidimensional structure of academic self-concepts (ASCs) in three domains, namely Chinese, math, and general school using four-wave data collected over 2 years among 552 Chinese secondary school students. Method Adopting both a within-network and a between-network approach, confirmatory factor analyses (CFAs) and factor correlations were performed in Mplus 8.2. Results The within-network results showed that CFA models wherein competence and affect dimensions were conflated generated unacceptable fit. In contrast, the CFAs in which competence and affect were modeled as separate latent factors consistently produced superior fit to the data. The between-network results demonstrated that in the Chinese and math domains and across the four-time waves, the competence components were more strongly related to the achievements in matching domains than the affect components were. Furthermore, both the competence and affect components of ASCs and achievements were positively correlated in the non-matching domains, which were somewhat contradictory to the internal/external frame of reference model predicting zero or negative relations. Discussion Such results seem to suggest more involvement in social comparison than in dimensional comparison of Chinese students, which might be attributed to the collectivistic Chinese culture and the common phenomenon of academic social comparisons among Chinese adolescents in schools.
... The nature of the task and the quantity and quality of interest together determine long-term impact on interest (Fryer et al., 2017). Consistent with the research summarised by the Four-Phase Model (Hidi & Renninger, 2006;Renninger & Hidi, 2011), evidence from interventions (Hulleman et al., 2010), and early empirical exploration (Ainley et al., 2009;Hidi & Ainley, Berndorff, et al., 2006), both utility-value and perceptions of ability (self-efficacy beliefs) make direct contributions to interest in a domain of study (Fryer & Ainley, 2019;Nuutila et al., 2020;2021). Furthermore, this relationship is reciprocal, with prior domain interest predicting future self-efficacy, self-concept, utility-value, and future interest. ...
Article
Interest is a critical fuel for and outcome of learning. Building on and refocusing the Four-Phase Model of interest development, this study provides a window into the ecology of the learning experience and interest it generates. This research uses a novel mobile assessment platform to test learning experiences in three university courses (Organic chemistry, biochemistry, and introduction to physics for non-majors) and pilots a micro-analytic approach to capturing these experiences during lectures/tutorials. Students' interest in tasks, a single class, and the domain of study were collected with short surveys through an online mobile platform during class, immediately following task experiences. Latent variance-based modelling suggested strong forward connections between interest in most tasks. The connections between prior knowledge and interest with a future interest in course tasks varied strongly and were dependent on the nature of the tasks. The nuance of these connections and their implications for mobile assessment are discussed.
... Так, снижение мотивации к изучению английского языка и пропуск занятий у китайских студентов, несмотря на то, что эта дисциплина является обязательной к изучению, происходят под влиянием как учебных (недостатки организации и содержания учебного процесса), личных (недостаточная самодисциплина), так и социально-экономических факторов (трудоустройство на неполный рабочий день для того, чтобы заработать себе на жизнь) [41]. Большинство исследователей сходятся во мнении, что на развитии интереса к изучению английского языка положительно скажется осознание студентами перспектив его практического использования, собственных достижений и самооценка [15]. В исторической перспективе за последние 10-15 лет внимание ученых сместилось с изучения учебных и профессиональных мотивов обучающихся в сторону изучения влияния контекстных (внешних) факторов -социально-экономических и коммуникативных (например, влияние сверстников и социальных сетей) [5]. ...
Article
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The COVID-19 pandemic has changed social and educational environment, which affected the educational process participants and the research directions. The article shows the changes in the direction of studies dealing with the issues of university students` foreign languages learning motivation, published in 2021. Researching is still aimed at studying the online environment and its potential. Its high potential to develop the motivation is stated, but the lack of participants` experience of its using prevents its full acceptance so far. The problems of maintaining personal interaction between a teacher and students; overcoming stress and anxiety; adaptation to the virtual learning environment and their impact on the motivation are of research interest. Another part of the research works is traditionally devoted to the components of educational motivation, strategies for their managing, etc. The results of the analysis will help to understand how well the problem has been studied and determine the direction of future research. Портал психологических изданий PsyJournals.ru — https://psyjournals.ru/en/journals/psyedu/archive/2022_n3/Tsalikova_et_al [Changed Tendencies in Research Issues on Motivation for Foreign Languages Learning (Review for 2021) — Psychological-Educational Studies — 2022. Vol. 14, no. 3]
... Thus, a differentiated approach is necessary when constructing the chatbot content to ensure it supports individual learning beyond the traditional classroom. As this study found, and by earlier studies (Fryer and Ainley, 2018;Goda et al., 2014), students' motivations for using the chatbot are important indicators of its successful implementation. Thus, teachers should frame the introduction of the chatbot as a just-in-time or learn-more platform to prevent it becoming an additional burden in an already technological diverse field with multiple technological tools. ...
Article
In this study, a chatbot was developed using Dialogflow Messenger to support learning during face-to-face class suspension due to COVID-19. The pandemic has changed how students and teachers engage with course content and use technologies. By working with the chatbot, language for specific purposes students received guidance and support to complete homework and assignments during the face-to-face class suspension. Twenty-two (22) students participated in this interpretive qualitative study, and data were collected using focus group interviews and analysed thematically. The findings indicate that students found the pedagogical chatbot supportive by providing human-like interactions, which enhanced their sense of engagement. Participants also indicated that their interactions with the chatbot eased their sense of isolation, which had a positive impact on their learning. The findings provide insight and enrich existing knowledge for integrating chatbots into teaching and they discuss the advantages of learning future chatbot design for language acquisition.
... Creative self-efficacy Bandura (1977) was the first person to propose that selfefficacy is one of the key factors affecting the way individuals learn, and plays a pivotal and unique role in each task (Carberry et al., 2010;Fryer and Ainley, 2017). Creative self-efficacy is a concept put forward by Tierney and Farmer (2002) that integrates self-efficacy and creative performance (Beghetto, 2006). ...
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... In particular, L2 research studies have explored self-efficacy in relation to such variables as native language and academic self-efficacy, utility value, self-concept, competence beliefs, task and domain interest, and learning strategies (Fryer et al., 2016;Fryer & Oga-Baldwin, 2017;Fryer & Ainley, 2019;Li & Wang, 2010). Other studies documented positive associations between self-efficacy and general, reading, listening, and writing English language performance (e.g., Fryer et al., 2016;Shah et al., 2011;Chao et al., 2019). ...
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... Thus, a differentiated approach is necessary when constructing the chatbot content to ensure it supports individual learning beyond the traditional classroom. As this study found, and by earlier studies (Fryer and Ainley, 2018;Goda et al., 2014), students' motivations for using the chatbot are important indicators of its successful implementation. Thus, teachers should frame the introduction of the chatbot as a just-in-time or learn-more platform to prevent it becoming an additional burden in an already technological diverse field with multiple technological tools. ...
... This means that only those students who are confident in their competence and performance will be able to internalize others' recognition into forming a self-identity (Godwin et al., 2016). Also, boosting students' beliefs in understanding and becoming proficient in the domain will help students' interest increase and can support the formation of domain-specific identity (Fryer & Ainley, 2019;Godwin et al., 2016). The relationships between different indicators of identity are shown in Fig. 1. ...
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Examined ways in which student beliefs and goals distinguish different styles of engagement with learning and how such styles are associated with both the strategies students report using when preparing for exams and school achievement. Cluster analysis was used to identify groups of students with similar patterns of beliefs about their own learning. Within a cohort of 137 female 11th-grade students, 6 styles of engagement were identified. Analysis of the influence of these styles on strategies adopted for exam preparation indicated differences in the strategies reported. Styles of engagement were also significantly related to school achievement. Findings are discussed in terms of insights achieved through adopting methods of analysis that preserve the multidimensional character of student engagement with learning. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Cluster analysis procedures were used to classify 257 5th- and 6th-grade students on basis of their mastery, ego, and work-avoidant goal orientations. The results identified 3 clusters of students with different achievement profiles in science. Students who exhibited a pattern in which mastery goals were stronger than the other 2 goals, showed the most positive achievement profile. In contrast, students who were high on both mastery and ego goals did not perform as well academically; students low on both mastery and ego goals showed the most negative achievement profile. Additional analyses revealed that the cluster analysis provided a more distinctive and internally consistent set of findings than did pattern analyses that were based on median split procedures. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Book
Multiple Regression and Beyond offers a conceptually-oriented introduction to multiple regression (MR) analysis and structural equation modeling (SEM), along with analyses that flow naturally from those methods. By focusing on the concepts and purposes of MR and related methods, rather than the derivation and calculation of formulae, this book introduces material to students more clearly, and in a less threatening way. In addition to illuminating content necessary for coursework, the accessibility of this approach means students are more likely to be able to conduct research using MR or SEM--and more likely to use the methods wisely. This book: • Covers both MR and SEM, while explaining their relevance to one another • Includes path analysis, confirmatory factor analysis, and latent growth modeling • Makes extensive use of real-world research examples in the chapters and in the end-of-chapter exercises • Extensive use of figures and tables providing examples and illustrating key concepts and techniques New to this edition: • New chapter on mediation, moderation, and common cause • New chapter on the analysis of interactions with latent variables and multilevel SEM • Expanded coverage of advanced SEM techniques in chapters 18 through 22 • International case studies and examples • Updated instructor and student online resources.
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Using a person-oriented approach, this study examined the stability of undergraduates' (n = 121) achievement goal profiles and their association with changes in academic achievement over a semester. Across three time points, we identified three profiles with similarly high levels of mastery: very-low, low, and moderate performance. Overall, 46–81% of individuals remained in the same profile between time points. Individuals were more likely to shift profiles at the beginning of the semester and less likely to shift from the moderate profile to the others. All three profiles were associated with declines in achievement, although the moderate and low profiles were associated with different patterns of change from one exam to the next. Findings suggest that achievement goal profiles display substantial, but not absolute, short-term stability. For academic achievement, findings also suggest there are neither benefits nor drawbacks to endorsing performance goals when also endorsing high levels of mastery goals.
Chapter
Among the psychological constructs implicated in L2 learning, none has perhaps generated as much literature as motivation. As a field of inquiry, the study of L2 motivation has a rich history dating back some 50 years to early work on individual differences in language learning. As Ellis (2008, p. xix) notes, this work pre-dates the establishment of mainstream second language acquisition (SLA) research in the 1960s. Motivation is widely recognized as a variable of importance in the L2 learning process, and possibly one of the key factors that distinguishes first language acquisition from SLA. Put simply, while motivation is not really an issue in the case of infants acquiring their mother tongue, being motivated or not can make all the difference to how willingly and successfully people learn other languages later in life (Ushioda, 2010, p. 5). Yet we might qualify this observation by noting that motivation is similarly critical to all forms of conscious and intentional human learning, and that it has been a major pedagogical and research issue across the field of education. In this respect, we might ask whether L2 learning represents a special case in the psychology of learning motivation, giving rise to distinctive motivation theories and concepts specific to this domain of learning; or whether L2 motivation can broadly be explained in terms of general theories of learning motivation.
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The investigation reported in this chapter was concerned with the relationship of measures of interest and measures of self-efficacy in the context of students' expository writing on science topics. How differential access (electronic vs. hard copy format) to topic-related information influences writing performance was also investigated. Adolescents' behavioral and affective responses were measured as they performed a science-related expository writing task. More specifically, interest and self-efficacy measures were collected prior to and subsequent to the writing task. The findings demonstrated that students' interest in specific writing topics and their self-efficacy for the writing task were important factors that positively influenced their writing performance. Whereas the experimental writing conditions did not produce consistent differences in the adolescents' writing quality or quantity across topics, there was some evidence that the web access as opposed to the hard copy condition contributed to students' self-efficacy. In contrast, the findings indicated that the hard copy condition produced higher quality compositions than the two electronic conditions.
Chapter
This chapter reviews the research on the development of children's competence-expectancy beliefs and achievement values. The research is based on an expectancy-value model of achievement motivation and behavior developed by Eccles and her colleagues. Expectancy-value theory has been one of the most important views on the nature of achievement motivation. To characterize the theory very broadly, theorists adopting this perspective posit that individuals' expectancies for success and the value they have for succeeding are important determinants of their motivation to perform different achievement tasks, and their choices of which tasks to pursue. The chapter presents information on how competence-expectancy beliefs and values relate to each other over time. It also discusses relations of competence beliefs, achievement values, and achievement goals. Finally, it discusses how children's expectancies and values relate to their achievement behaviors and activity choices. The work presented in the chapter is related to recent work on the self-regulation of behavior and action control, discussing the roles that expectancies and values may play in the regulation of behavior.
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Currently well-developed lines of theory and research on motivation in education focus on its expectancy aspects, especially as they apply in achievement situations that call for striving to attain specific goals. This article considers concepts and principles that might be included in a model that addresses the value/interest/appreciation aspects of motivated learning, including learning in exploratory situations that do not require focused achievement striving. Featured concepts and principles include an optimal match between the learning opportunity and the learner's prior knowledge and experiences, learner identification with or perception of self-relevance of the learning domain, curricular choices that feature content and activities that lie within both the cognitive and the motivational zones of proximal development, and teacher scaffolding of learners' exposure to the domain in ways that build motivational schemas that enable learners to appreciate the domain's value and experience its satisfactions.
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Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students' subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that self-concept of math ability mediates the impact of math performance on interest. No evidence was found for the assumption that self-concept of ability or interest would predict subsequent academic performance.