Sources of Self-Efficacy Beliefs of Students in a Technology-Intensive Asynchronous College Algebra Course
Document Type
Article
Publication Date
6-2009
Publication Title
The Internet and Higher Education
DOI
10.1016/j.iheduc.2009.06.005
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.
Recommended Citation
Hodges, Charles B., Pamela F. Murphy.
2009.
"Sources of Self-Efficacy Beliefs of Students in a Technology-Intensive Asynchronous College Algebra Course."
The Internet and Higher Education, 12 (2): 93-97: Science Direct.
doi: 10.1016/j.iheduc.2009.06.005
https://digitalcommons.georgiasouthern.edu/leadership-facpubs/36
