What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance
By Amanda M. Durik, Olga G. Shechter, Mi-Hyun Noh, Christopher S. Rozek, Judith M. Harackiewicz. 2015
162 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/2851398343a27323c06fdf9f4d82cbb789baea91
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In Experimental and Cognitive Psychology
- Olaf Köller
- S. Simpkins
- Matthew L. Bernacki
- Ta-yang Hsieh
- Kou Murayama
- Jacquelynne S. Eccles
- Johanna Fleckenstein
- Jennifer Meyer
Citations in the corpus
- Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, methodology): “Recent studies also suggested patterns in which individuals’ motivational beliefs differ on their relative level (Durik et al., 2015; Jacobs et al., 2005; Lauermann et al., 2017).”
- Process Account of Curiosity and Interest: A Reward-Learning Perspective (2018, background): “For example, if one fails to acquire knowledge, the expectancy belief may be decreased and, as a result, the person may not feel motivated to initiate information-seeking behavior again (Durik et al. 2015; Tanaka and Murayama 2014).”
- The Role of Situational Interest in Personalized Learning (2018, background): “…Noh, Rozek, & Harackiewicz, 2015) or high perceived competence in math (Durik et al., 2015; Canning & Harackiewicz, 2015), but it is potentially detrimental for students with low individual interest in math (Durik & Harackiewicz, 2007) or low perceived competence in math (Durik et al., 2015).”
- Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA (2023, unknown): “Durik et al. (2015) indicated that the effectiveness of learning tools directly influences students ’ confidence and interest in learning.”
- Expectancy value interactions and academic achievement: Differential relationships with achievement measures (2019, result): “On the other hand, in line with findings by Guo et al. (2015) and Durik et al. (2015) our results indicate the importance of fostering both expectancy and value beliefs at the same time and that just increasing value beliefs while expectancy beliefs stay low could in fact be detrimental to academic…”