You are here:

Self-efficacy, Motivational Email, and Achievement in an Asynchronous Math Course
Article

, Virginia Tech, United States

JCMST Volume 27, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

In this 15-week study the effects of motivational email messages on learner self-efficacy and achievement in an asynchronous math course were investigated. A repeated measures design was used. One hundred, ninety-six participants were randomly assigned to control and experimental groups. Specially designed email messages were sent weekly to both groups for 4 weeks. Eighty-six participants completed the study. Self-efficacy to learn mathematics asynchronously (SELMA) was measured at weeks 0, 5, and 14. Achievement was measured at weeks 5 and 15. Statistically significant relationships were found between SELMA and achievement. Within each group, the SELMA measurements taken at week 5 were significantly higher than the other SELMA measurements. No significant differences were detected between the groups.

Citation

Hodges, C. (2008). Self-efficacy, Motivational Email, and Achievement in an Asynchronous Math Course. Journal of Computers in Mathematics and Science Teaching, 27(3), 265-285. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2023 from .

© 2008 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  3. Bandura, A. (1986). Social foundations of thought and action: A social
  6. Gable, R. K., & Wolf, M. B. (1993). Instrument development in the affective domain : Measuring attitudes and values in corporate and school settings (2nd ed.). Boston: Kluwer Academic Publishers.
  10. Max Programming (2004). MaxBulk Mailer (Version 3.4) [Computer software]. Retrieved from http://www.maxprog.com
  12. Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, design, and analysis: An integrated approach. Hillsdale, NJ: Lawrence Erlbaum Associates. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self- regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33.
  13. Spence, D. J. (2004). Engagment with mathematics courseware in traditional and online learning environments: Relationship to motivation, achievement, gender, and gender orientation. Unpublished Doctoral Dissertation, Emory University, Atlanta, GA.
  15. Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCASE Review(September/October), 28-38.
  16. Visser, L., Plomp, T., Amirault, R., & Kuiper, W. (2002). Motivating students at a distance: The case of an international audience. Educational Technology Research and Development, 50(2), 94-110.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections