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Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs
16 references·10 citing·37 second hop
Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs (2017)Supporting interest in a study domain: A …International Handbook of Emotions in Education (2014)International Handbook of Emo…Psychological correlates of university students' academic performance: A systematic review and meta-analysis. (2012)Psychological correlates of u…On the Functional Properties of Perceived Self-Efficacy Revisited (2011)On the Functional Properties …Handbook of Motivation at School (2009)Handbook of Motivation at Sch…Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance (2007)Sensitivity of Goodness of Fi…The Four-Phase Model of Interest Development (2006)The Four-Phase Model of Inter…Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation (2006)Intrinsic Versus Extrinsic Go…Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003)Academic Self-Concept and Sel…Self-Efficacy: The Exercise of Control (1999)Self-Efficacy: The Exercise o…Self-efficacy: the exercise of control (1997)Self-efficacy: the exercise o…Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Beyond Cold Conceptual Change…Alternative Ways of Assessing Model Fit (1992)Alternative Ways of Assessing…Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. (1988)Goodness-of-fit indexes in co…Factor Analysis and AIC (1987)Factor Analysis and AICSelf-Concept: Its Multifaceted, Hierarchical Structure (1985)Self-Concept: Its Multifacete…Expectancies, values and academic behaviors (1983)Expectancies, values and acad…Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review (2023)Gender-moderated effects of a…The relationship between epistemological beliefs, reflective thinking, and science identity: a structural equation modeling analysis (2022)The relationship between epis…The effects of art design courses in higher vocational colleges based on C-STEAM (2022)The effects of art design cou…Mutual relationships between the levels of and changes in interest, self-efficacy, and perceived difficulty during task engagement (2021)Mutual relationships between …Influence of personality on work engagement and job satisfaction among young teachers: mediating role of teaching style (2021)Influence of personality on w…Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experiences (2020)Supporting self-efficacy beli…Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task (2020)Reciprocal Predictions Betwee…Profiles of language learning motivation: Are new and own languages different? (2020)Profiles of language learning…Chinese adolescents' achievement goal profiles and their relation to academic burnout, learning engagement, and test anxiety (2020)Chinese adolescents' achievem…Getting interested: Developing a sustainable source of motivation to learn a new language at school (2019)Getting interested: Developin…Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Measuring inconsistency in meta-analyses (2003)Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2014)Much ado about grit: A meta-analytic synthesis of the grit literature. (2016)PISA 2018 Assessment and Analytical Framework (2019)Structural Model Evaluation and Modification: An Interval Estimation Approach (1990)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. (1998)Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance (2002)Comparative fit indexes in structural models. (1990)Principles of Linguistic Change: Internal Factors (1994)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Measurement invariance conventions and reporting: The state of the art and future directions for psychological research (2016)Thanks coefficient alpha, we’ll take it from here. (2017)A Reliability Coefficient for Maximum Likelihood Factor Analysis (1973)Significance tests and goodness of fit in the analysis of covariance structures. (1980)Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups. (1985)Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. (1989)Factor analysis in the development and refinement of clinical assessment instruments. (1995)Scale Development Research (2006)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Implications for educational practice of the science of learning and development (2019)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)What is conscientiousness and how can it be assessed? (2012)Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis (2014)Toward a Psychology of Human Agency: Pathways and Reflections (2018)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Efficacy of the Theory of Planned Behaviour: A meta‐analytic review (2001)Social Cognitive Theory: An Agentic Perspective (2001)Motivational and self-regulated learning components of classroom academic performance. (1990)Expectancy–Value Theory of Achievement Motivation (2000)Motivational Beliefs, Values, and Goals (2002)Statistical Power to Detect the Correct Number of Classes in Latent Profile Analysis (2013)Latent profile analysis: A review and “how to” guide of its application within vocational behavior research (2020)The Emerging Field of Emotion Regulation: An Integrative Review (1998)Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. (2002)
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References

  • 1999Self-Efficacy: The Exercise of Control46,779 cited
  • 1992Alternative Ways of Assessing Model Fit27,192 cited
  • 1997Self-efficacy: the exercise of control24,284 cited
  • 2007Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance12,160 cited
  • 1987Factor Analysis and AIC5,261 cited
  • 2006The Four-Phase Model of Interest Development4,692 cited
  • 1983Expectancies, values and academic behaviors3,902 cited
  • 1988Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size.3,833 cited
  • 2012Psychological correlates of university students' academic performance: A systematic review and meta-analysis.3,639 cited
  • 2011On the Functional Properties of Perceived Self-Efficacy Revisited2,500 cited
  • 2009Handbook of Motivation at School2,465 cited
  • 1993Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change2,215 cited
  • 2003Academic Self-Concept and Self-Efficacy: How Different Are They Really?1,994 cited
  • 2006Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation1,791 cited
  • 2014International Handbook of Emotions in Education

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1,592 cited
  • 1985Self-Concept: Its Multifaceted, Hierarchical Structure1,518 cited
  • Cited by

    • 2020Chinese adolescents' achievement goal profiles and their relation to academic burnout, learning engagement, and test anxiety84 cited
    • 2020Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task81 cited
    • 2023Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review80 cited
    • 2021Mutual relationships between the levels of and changes in interest, self-efficacy, and perceived difficulty during task engagement74 cited
    • 2020Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experiences71 cited
    • 2020Profiles of language learning motivation: Are new and own languages different?52 cited
    • 2022The relationship between epistemological beliefs, reflective thinking, and science identity: a structural equation modeling analysis44 cited
    • 2019Getting interested: Developing a sustainable source of motivation to learn a new language at school43 cited
    • 2021Influence of personality on work engagement and job satisfaction among young teachers: mediating role of teaching style31 cited
    • 2022The effects of art design courses in higher vocational colleges based on C-STEAM12 cited