Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs
Luke K. Fryer, The University of Hong Kong, Hong Kong ; Mary Ainley, The University of Melbourne, Australia
Learning and Instruction Volume 60, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
The current study used a longitudinal design to model initial interest and utility-value as antecedents of developing 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 participated. 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.
Fryer, L.K. & Ainley, M. (2019). Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs. Learning and Instruction, 60(1), 252-262. Elsevier Ltd.