Preservice Teachers' Situational Interest Becomes a Stronger Predictor of Self-Efficacy Over Time

• In Event: AERA Poster Session 2
  In Poster Session: Motivation and Cognitive Processes in Classrooms (San Diego)

Abstract

As preservice teachers develop expertise their interest is predicted to change from being primarily externally to primarily internally driven (Hidi & Renninger, 2006). The impact of interest on self-efficacy for teaching has not been well-investigated but is important to predict performance outcomes. We analyzed patterns of change in situational interest and self-efficacy from 83 preservice teachers as well as their ability to predict course grade using a measured variable path analysis. Although they were not found to predict course grade, situational interest became a more significant predictor of self-efficacy for teaching as the semester progressed. These findings illuminate how the development of interest as described in the Model of Domain Learning (Alexander, 2003) impacts self-efficacy, a powerful predictor of performance.

Authors

• Meghan Parkinson, University of North Florida

• Heather Rogers Haverback, Towson University

• Daniel Dinsmore, University of North Florida

• Ji Seung Yang, University of Maryland