Development of interests and competency beliefs: A 1-year longitudinal study of fifth- to eighth-grade students using the ICA-R and structural equation modeling

By T. Tracey. 2002

190 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, General Agricultural and Biological Sciences, Safety Research

View Paper: https://www.semanticscholar.org/paper/a8b4dd45158080628010c733ea38fa3d47980b49

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Mantak Yuen
2. J. W. Angell
3. Erika Cantarelli
4. J. Graham
5. Ken Kelley
6. Joyce M. Alexander
7. Jeffrey H. Kahn
8. Margaret M. Nauta

In General Agricultural and Biological Sciences

1. J. W. Angell
2. Erika Cantarelli
3. J. Graham
4. Jeffrey H. Kahn
5. Margaret M. Nauta
6. Rebecca Weston
7. P. A. Gore
8. E. Sharp

In Safety Research

1. P. A. Gore
2. J. W. Angell
3. Erika Cantarelli
4. J. Graham
5. Paula Reynolds
6. Joyce M. Alexander
7. Jeffrey H. Kahn
8. Margaret M. Nauta

Citations in the corpus

• Individual Motivation and Parental Influence on Adolescents’ Experiences of Interest in Free Time: A Longitudinal Examination (2006, methodology): “Tracey (2002) found that adolescent competence and self-efficacy are important correlates of interest development in academic subjects.”
• Parenting in relation to child and adolescent vocational development (2006, background): “Both interests and competence, found to reciprocally inXuence each other (Tracey, 2002), have been central concepts in the study of vocational choices and satisfaction (Savickas, 1999a; Tracey, 2002).”
• Longitudinal Analysis of the Relations Between Opportunities to Learn About Science and the Development of Interests Related to Science (2012, background): “Others have found that interests do show moderate levels of stability during the late elementary school years (Tracey, 2002; Tracey & Sodano, 2008; Tracey & Ward, 1998).”
• A Brief Guide to Structural Equation Modeling (2006, background): “Not surprisingly, SEM’s popularity as an analytic tool in counseling psychology has grown since Fassinger’s (1987) review (Tracey, 2002; Wei, Heppner, & Mallinckrodt, 2004).”
• A Model of Factors Contributing to STEM Learning and Career Orientation (2015, background): “However, some researchers have suggested that interest may encourage more interactions with a task and the opportunities to develop task-related self- Cantarelli, 2002; Tracey, 2002).”
• Identifying the Antecedent in the Relation Between Career Interests and Self-Efficacy: Is It One, the Other, or Both? (2002, background): “Only a handful of studies (Betz, Harmon, & Borgen, 1996; Church et al., 1992; Lapan et al., 1999; Lenox & Subich, 1994; Tang et al., 1999; Tracey, 2002) has examined this relationship across all or several of the RIASEC dimensions.”
• Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents (2007, background): “In the longer term, curiosity functions to build knowledge and skills (Rathunde and Csikszentmihalyi 1993; Tracey 2002).”
• Mathematics Interest and Achievement: What Role Do Perceived Parent and Teacher Support Play? A Longitudinal Analysis (2013, unknown): “…are interested in their learning activities are likely to report high competence beliefs (e.g., Marsh, Trautwein, Lüdtke, Koeller, & Baumert, 2005; Tracey, 2002), high achievement levels (e.g., Koeller, Baumert, & Schnabel, 2001) and choose high school courses that are related to their interests…”