Learner Self-Efficacy Beliefs in a Computer-Intensive Asynchronous College Algebra Course

Document Type

Conference Proceeding

Publication Date


Publication Title

34th Annual Proceedings of the Association for Educational Communications and Technology


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.