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

Katariina Nuutila; Anna Tapola; Heta Tuominen; Markku Niemivirta; Sirkku Kupiainen; Attila Pásztor

dc.contributor.authorKatariina Nuutila
dc.contributor.authorAnna Tapola
dc.contributor.authorHeta Tuominen
dc.contributor.authorMarkku Niemivirta
dc.contributor.authorSirkku Kupiainen
dc.contributor.authorAttila Pásztor
dc.date.accessioned2022-10-28T14:03:02Z
dc.date.available2022-10-28T14:03:02Z
dc.identifier.urihttps://www.utupub.fi/handle/10024/169053
dc.description.abstract<p>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 (<i>N</i> = 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.<br /></p>
dc.language.isoen
dc.publisherFrontiers Media
dc.titleReciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task
dc.identifier.urlhttps://doi.org/10.3389/feduc.2020.00036
dc.identifier.urnURN:NBN:fi-fe2021042824837
dc.relation.volume5
dc.contributor.organizationfi=PÄÄT Turun ihmistieteiden tutkijakollegium (TIAS)|en=PÄÄT Turku Institute for Advanced Studies (TIAS)|
dc.contributor.organizationfi=opettajankoulutuslaitos Turku|en=Dep. of Teacher Education Turku|
dc.contributor.organization-code2604201
dc.contributor.organization-code2601230
dc.converis.publication-id46687226
dc.converis.urlhttps://research.utu.fi/converis/portal/Publication/46687226
dc.identifier.eissn2504-284X
dc.identifier.jour-issn2504-284X
dc.okm.affiliatedauthorTuominen, Heta
dc.okm.discipline516 Educational sciencesen_GB
dc.okm.discipline516 Kasvatustieteetfi_FI
dc.okm.internationalcopublicationinternational co-publication
dc.okm.internationalityInternational publication
dc.okm.typeJournal article
dc.publisher.countrySwitzerlanden_GB
dc.publisher.countrySveitsifi_FI
dc.publisher.country-codeCH
dc.relation.articlenumber36
dc.relation.doi10.3389/feduc.2020.00036
dc.relation.ispartofjournalFrontiers in Education
dc.year.issued2020


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