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Although social cognitive theories (e.g., SCCT) posits that person factors, such as self-efficacy and interest, should interact in predicting salient outcome, the empirical status of such multiplicative effects remains unresolved largely due to a scholarly preoccupation with additive-effects models. We proposed and tested an interaction effects model in which science self-efficacy and interest were specified to interact in their effect on science achievement. Drawing on data from almost 6000 secondary school students, support was found for a synergistic interaction effects model. Above and beyond first-order effects, self-efficacy and interest showed a synergistic interaction, such that the positive self-efficacy-achievement association was enhanced under conditions of high interest. Notably, the model was found to generalize across females and males.
Harsha Perera, University of Nevada - Las Vegas
Peter McIlveen, University of Southern Queenlsand
Chyna J Miller, University of Nevada - Las Vegas
Rachel Part, University of Nevada - Las Vegas
Ana Paula Santos Loures-Elias, University of Nevada - Las Vegas