Interaction between self-efficacy and situational interest on effort, engagement, and performance

다국어 초록 (Multilingual Abstract)

This study tested the interaction effect of self-efficacy and interest on effort, engagement, and performance for the purpose of finding effective learning and teaching strategy for low self-efficacy students and whether the effect of interest vary by students’ self-efficacy, as recent literature suggests. It was hypotehsized that effect of interest will increase for low self-efficacy learners compared to high self-efficacy learners. 2 (self-efficacy: high vs. low) x 2 (situational interest: high vs. low) between-subject factor research design was conducted with both self-efficacy and situational interest being manipulated. 128 Adults with age of 20 to 29 were recruited and 109 were included in analyses. Research task was a simple typing task. Dependent variables measured were performance, reengagement time, perceived effort, perceived engagement, task-irrelevant thoughts, willingness to reengage, and preference for challenge. Results were analyzed with the analysis of covariance (ANCOVA), controlling for prior self-efficacy, interest. Prior performance was also controlled when analyzing performance. Bonferroni post hoc test was conducted for the results with significant interaction effect. Interaction effect was significant for performance, task-irrelevant thoughts, and preference for challenge. Willingness to reengage also showed trend of interaction. As for preference for challenge, unique result of high self-efficacy-low interest condition showing highest preference for challenge was shown. Theoretical and practical implications will be discussed.
Keywords: self-efficacy, interest, interaction effect, perceived effort, engagement, performance

국문 초록 (Abstract)

본 연구는 낮은 자기효능감을 지닌 학생을 위해 효과적인 교수학습방법을 파악하고 최근 연구에서 나타나는 자기효능감과 흥미의 상황에 따라 다른 학습효과를 보다 구체적으로 이해하기 위해 자기효능감과 흥미의 상호작용이 학습자가 인지한 노력, 참여수준, 그리고 성취에 미치는 효과를 검증했다. 본 연구는 자기효능감이 낮은 학습자에게 흥미로운 상황이 주어진다면 학습효과가 높아질 것이라고 가정했다. 실험은 2(자기효능감: 높음 vs. 낮음) x 2(흥미: 높음 vs. 낮음) 연구디자인으로 설계되었으며, 자기효능감과 흥미가 모두 조작되었다. 만 20~29세의 성인 128명이 모집되었고 109명이 결과분석에 포함되었다. 연구과제는 간단한 타자활동이었다. 측정한 종속변인은 성취, 재참여시간, 지각한 노력, 지각한 참여, 과제와 관련없는 생각, 재참여의사, 도전선호도였다. 결과는 공분산분석(Analysis of Covariance)으로 분석되었으며, 분석과정에서 사전 자기효능감과 흥미가 통제되었다. 성취분석의 경우 사전성취도 통제되었다. 상호작용효과가 유의하게 나타난 변인에 대해서는 본페로니 사후분석(Bonferroni post hoc test)을 진행했다. 상호작용효과는 성취, 과제와 관련없는 생각, 도전선호도에 대해 유의하게 나타났으며, 재참여의사에서는 상호작용의 경향성이 나타났다. 도전선호도의 경우 특이하게 높은 자기효능감-낮은 흥미 조건에서 가장 높게 나타나는 결과를 보였다. 연구의 이론적•실제적 함의는 본문에 기재되었다.
키워드: 자기효능감, 흥미, 상호작용, 인지된 노력, 참여, 성취

목차 (Table of Contents)

• Table of Contents
• Abstract i
• Table of Contents ii
• List of Tables iv
• List of Figures v
• 1. Introduction 1
• 2. Theoretical Background 2
• 2.1. Effect of self-efficacy on learning process and outcomes 4
• 2.2. Effect of interest on learning process and outcomes 7
• 2.3. Interaction between self-efficacy and interest on learning process and outcomes 10
• 3. Research Purposes and Hypotheses 13
• 4. Method 16
• 4.1. Participants 16
• 4.2. Task Material 18
• 4.3. Self-efficacy manipulation 19
• 4.4. Situational interest manipulation 21
• 4.5. Procedure 23
• 4.6. Measures 25
• 4.6.1. Covariates 26
• 4.6.2. Variables for manipulation check 27
• 4.6.3. Dependent variables 28
• 5. Result 30
• 5.1. Descriptive Statistics 30
• 5.2. Manipulation Check 34
• 5.3. Analysis 35
• 5.4. Analyzed Results 37
• 6. Discussion 48
• 6.1. Importance of Interest for Low Self-Efficacy Learners 48
• 6.2. Unique Interaction of Self-Efficacy and Interest for Challenge Preference 50
• 6.3. Varying Effect of Self-Efficacy and Interest by Situations 51
• 6.4. Theoretical and Practical Implication 52
• 6.5. Limitation and Further Suggestions 53
• 7. Conclusion 54
• References 56
• Appendix. Survey Items 68
• Abstract (in Korean) 73