The relation of self-efficacy and interests: a meta-analysis of 60 samples

Generation of student interest in an inquiry-based mobile learning environment

“…In this study we controlled for two such characteristics, namely self-efficacy, and intrinsic goal orientation, because these have been found to have a relationship with interest. Self-efficacy is defined as the individual's appraisal of one's own capabilities to carry out a task along with the confidence in one's skills to complete that task (Pintrich, Smith, Garcia & McKeachie, 1991) It has been found to have at least a moderately sized correlation to interest, and in addition this correlation has been found to be stronger in mathematics and science than in any other subjects (Rottinghaus, Larson & Borgen, 2003;Bong, Lee & Woo, 2015). Reasons for this strong relationship may be found in the hierarchical nature of mathematic and scientific knowledge, inflexible characteristics of mathematical instruction, and students' perceptions of mathematics and science as difficult subjects.…”

Relation of Reinforcement Sensitivity on Vocational Interest and Self-Efficacy

“…The most recent version is the 2005 Strong (SII; Donnay et al, 2005) and has had excellent estimates of reliability and validity (e.g., Donnay et al, 2005;Rottinghaus, et al, 2003). The SII was modeled to provide interest profiles that reflected that individual levels for each of the six interest areas of the RIASEC, and referred to each of 7 these vocational interest areas as General Occupational Themes (GOT's) in these measures.…”

“…Vocational interest and self-efficacy are widely regarded as the most significant factors that impact the process of vocational choice (Larson, 2012), as these constructs are believed to determine what occupations a person is motivated to pursue and avoid (Betz & Borgen, 2000;Lent, Brown, & Hackett, 1994;Rottinghaus, Larson, & Borgen, 2003). As these constructs are conceptualized to be motivating factors in the vocational realm, both self-efficacy and interest could be considered constructs of vocational motivation.…”

Madurez y autoeficacia vocacional en 3º y 4º de ESO, Bachillerato y ciclos formativos=Vocational maturity and self-efficacy in 3º and 4º of compulsory secondary education, high school and vocational training

“…En los últimos años se ha incrementado el número de estudios y de revisiones de trabajos sobre la autoeficacia y su relación con la motivación de aprendizaje, el sexo, el rendimiento académico o el desarrollo vocacional (Pajares, 1996;Rottinghaus, Larson y Borgen, 2003;Carbonero y Merino, 2004;Contreras y col., 2005;Merino, 2007;Blanco, 2009Blanco, , 2010. Estos estudios ponen de manifiesto que la autoeficacia se relaciona con el grado de seguridad/inseguridad en la elección de carrera, con la madurez en las decisiones y con el comportamiento exploratorio de opciones vocacionales.…”