Abstract
The relative influence of interest and self-efficacy beliefs on each other over 1 year was examined in 2 longitudinal samples of students, 1 of elementary school students (Grade 5, N = 126) and 1 of middle school students (Grade 7, N = 221). Interest and competence ratings on the Realistic, Investigative, Artistic, Social, Enterprising, and Conventional scales (J. L. Holland, 1997) were assessed using the Inventory of Children's Activities - Revised (T. J. G. Tracey & C. C. Ward, 1998). Responses were examined using structural equation modeling, and the results demonstrated that there were changes both in the structure and level of interest and competence ratings over time. The circumplex structure was found to become more prominent over time, especially by 8th grade, and overall mean levels of interest and competence ratings decreased over time. Interest and competence ratings were found to predict each other equally over time. Finally, there were significant grade, gender, time, Time X Grade, and Time X Gender effects on the scale score means. Results are discussed with respect to implications for interest development and assessment.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 148-163 |
| Number of pages | 16 |
| Journal | Journal of Counseling Psychology |
| Volume | 49 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2002 |
Fingerprint
ASJC Scopus subject areas
- Psychiatry and Mental health
- Clinical Psychology
Cite this
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. / Tracey, Terence.
In: Journal of Counseling Psychology, Vol. 49, No. 2, 2002, p. 148-163.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Development of interests and competency beliefs
T2 - A 1-year longitudinal study of fifth- to eighth-grade students using the ICA-R and structural equation modeling
AU - Tracey, Terence
PY - 2002
Y1 - 2002
N2 - The relative influence of interest and self-efficacy beliefs on each other over 1 year was examined in 2 longitudinal samples of students, 1 of elementary school students (Grade 5, N = 126) and 1 of middle school students (Grade 7, N = 221). Interest and competence ratings on the Realistic, Investigative, Artistic, Social, Enterprising, and Conventional scales (J. L. Holland, 1997) were assessed using the Inventory of Children's Activities - Revised (T. J. G. Tracey & C. C. Ward, 1998). Responses were examined using structural equation modeling, and the results demonstrated that there were changes both in the structure and level of interest and competence ratings over time. The circumplex structure was found to become more prominent over time, especially by 8th grade, and overall mean levels of interest and competence ratings decreased over time. Interest and competence ratings were found to predict each other equally over time. Finally, there were significant grade, gender, time, Time X Grade, and Time X Gender effects on the scale score means. Results are discussed with respect to implications for interest development and assessment.
AB - The relative influence of interest and self-efficacy beliefs on each other over 1 year was examined in 2 longitudinal samples of students, 1 of elementary school students (Grade 5, N = 126) and 1 of middle school students (Grade 7, N = 221). Interest and competence ratings on the Realistic, Investigative, Artistic, Social, Enterprising, and Conventional scales (J. L. Holland, 1997) were assessed using the Inventory of Children's Activities - Revised (T. J. G. Tracey & C. C. Ward, 1998). Responses were examined using structural equation modeling, and the results demonstrated that there were changes both in the structure and level of interest and competence ratings over time. The circumplex structure was found to become more prominent over time, especially by 8th grade, and overall mean levels of interest and competence ratings decreased over time. Interest and competence ratings were found to predict each other equally over time. Finally, there were significant grade, gender, time, Time X Grade, and Time X Gender effects on the scale score means. Results are discussed with respect to implications for interest development and assessment.
UR - http://www.scopus.com/inward/record.url?scp=0036224802&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0036224802&partnerID=8YFLogxK
U2 - 10.1037/0022-0167.49.2.148
DO - 10.1037/0022-0167.49.2.148
M3 - Article
AN - SCOPUS:0036224802
VL - 49
SP - 148
EP - 163
JO - Journal of Counseling Psychology
JF - Journal of Counseling Psychology
SN - 0022-0167
IS - 2
ER -