Sources of Self-Efficacy Beliefs of Students in a Technology-Intensive Asynchronous College Algebra Course

Charles B. Hodges; Pamela F. Murphy

doi:10.1016/j.iheduc.2009.06.005

Sources of Self-Efficacy Beliefs of Students in a Technology-Intensive Asynchronous College Algebra Course

Charles B. Hodges, Pamela F. Murphy

Leadership, Technology, & Human Development

Virginia Tech

Research output: Contribution to journal › Article › peer-review

34 Scopus citations

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 and trigonometry course offered in an asynchronous, technology-intensive emporium model at a large, public university in the southeastern United States. Participants (N = 99) completed surveys assessing their self-efficacy to learn mathematics in this environment as well as to assess their mastery experiences, vicarious experiences, social persuasion, and physiological state. Regression analysis indicated that in this environment, the most important factors are vicarious experiences, followed by affective/physiological influences.

Original language	American English
Journal	The Internet and Higher Education
Volume	12
DOIs	https://doi.org/10.1016/j.iheduc.2009.06.005
State	Published - Jun 1 2009

Keywords

College algebra
Emporium model
Ridge regression
Self-efficacy

DC Disciplines

Education
Educational Administration and Supervision
Educational Leadership
Educational Assessment, Evaluation, and Research

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http://dx.doi.org/10.1016/j.iheduc.2009.06.005

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N2 - 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 and trigonometry course offered in an asynchronous, technology-intensive emporium model at a large, public university in the southeastern United States. Participants (N = 99) completed surveys assessing their self-efficacy to learn mathematics in this environment as well as to assess their mastery experiences, vicarious experiences, social persuasion, and physiological state. Regression analysis indicated that in this environment, the most important factors are vicarious experiences, followed by affective/physiological influences.

AB - 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 and trigonometry course offered in an asynchronous, technology-intensive emporium model at a large, public university in the southeastern United States. Participants (N = 99) completed surveys assessing their self-efficacy to learn mathematics in this environment as well as to assess their mastery experiences, vicarious experiences, social persuasion, and physiological state. Regression analysis indicated that in this environment, the most important factors are vicarious experiences, followed by affective/physiological influences.

KW - College algebra

KW - Emporium model

KW - Ridge regression

KW - Self-efficacy

UR - https://digitalcommons.georgiasouthern.edu/leadership-facpubs/36

UR - http://dx.doi.org/10.1016/j.iheduc.2009.06.005

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JO - The Internet and Higher Education

JF - The Internet and Higher Education

ER -

Sources of Self-Efficacy Beliefs of Students in a Technology-Intensive Asynchronous College Algebra Course

Abstract

Keywords

DC Disciplines

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