Abstract
The purpose of this study was to explore the influence of the four traditionally hypothesized sources of self-efficacy on learners’ self-efficacy beliefs regarding learning mathematics in an asynchronous environment. The context of the study was a college algebra course offered in a mostly asynchronous, technology-intensive model at a public university in the southeastern United States. Participants (N=261) completed surveys assessing their self-efficacy to learn mathematics in this environment and to assess their mastery experiences, vicarious experiences, social persuasion, and affective/physiological state. Regression analysis indicated that in this learning environment, mastery experiences, persuasion, and affective/physiological state should be combined into a single dimension when considering the source of students’ self-efficacy beliefs toward mathematics success in the context of the study.
| Original language | American English |
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| State | Published - Jan 1 2012 |
| Event | 34th Annual Proceedings of the Association for Educational Communications and Technology - Duration: Jan 1 2012 → … |
Conference
| Conference | 34th Annual Proceedings of the Association for Educational Communications and Technology |
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| Period | 01/1/12 → … |
Keywords
- College algebra
- Online learning
- Self-efficacy
DC Disciplines
- Education
- Educational Administration and Supervision
- Educational Assessment, Evaluation, and Research
- Educational Leadership