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 (Twigg, 2003) offered 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 mastery and vicarious experiences. These findings support the existing self-efficacy literature and extend it for newer learning environments.
| Original language | American English |
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| State | Published - Apr 2009 |
| Event | Paper to be presented at the annual meeting of the American Educational Research Association - Duration: Apr 1 2009 → … |
Conference
| Conference | Paper to be presented at the annual meeting of the American Educational Research Association |
|---|---|
| Period | 04/1/09 → … |
Keywords
- College Algebra
- Self-efficacy
- Technology-intensive emporium model
DC Disciplines
- Education
- Educational Administration and Supervision
- Educational Assessment, Evaluation, and Research
- Educational Leadership