Self-Efficacy and Interest: Experimental Studies of Optimal Incompetence.

By Paul J Silvia. 2003

109 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a23a392662fd5f354b95bf19583c6a67e0eec9c8

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In Experimental and Cognitive Psychology

Citations in the corpus

The effect of humorous instructional materials on interest in a math task (2010, background): “Features of tasks that trigger situational interest include collative variables such as incongruity, surprise, and novelty (Berlyne 1963; Durik and Harackiewicz 2007; Hidi and Renninger 2006; Iran-Nejad 1987; Reeve 1989; Silvia 2003, 2005 ).”
Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics (2018, methodology): “…is that some level of certainty or confidence in one's competence is a prerequisite for interest to arise in the first place (e.g., Bandura, 1986; Silvia, 2003), and positive self-appraisals are likely to enhance positive emotions and to diminish negative feelings (Chen et al., 2016; Tanaka &…”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “Specifically, Turner and Silvia (2006) examined the situational interest1 of individuals looking at “disturbing” and at “calming” paintings and concluded that interest and pleasantness were essentially unrelated.”
Affective outcomes in superficial and intimate interactions: Roles of social anxiety and curiosity (2006, background): “As for the small relationship between curiosity and extraversion, although both share a positive emotional core, extraversion involves sensitivity to social attention (e.g., Ashton, Lee, & Paunonen, 2002) whereas curiosity involves sensitivity to novelty, complexity, uncertainty, and conXict (e.g., ”
Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models (2019, unknown): “…be useful, ranging from analogue studies – designed, for example, to bolster self-efficacy, interests (e.g., Hackett, Betz, O'Halloran, & Romac, 1990; Silvia, 2003), outcome expectations (e.g., Diegelman & Subich, 2001), and contextual supports (Dahling & Thompson, 2010) – to multi-component…”
Longitudinal test of the social cognitive model of choice in engineering students at historically Black universities (2010, methodology): “Although experimental designs provide the best way to test SCCT’s causal hypotheses (e.g., Luzzo, Hasper, Albert, Bibby, & Martinelli, 1999; Silvia, 2003), longitudinal designs offer a very useful option for assessing temporal predominance, which is a logical precondition for causality.”
Career Self-Efficacy: Exemplary Recent Research and Emerging Directions (2007, background): “Silvia (2003) continued in an area originally proposed by Lenox and Subich (1994) regarding possible curvilinear relationships of efficacy and interests.”