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Changes in Self-Efficacy and Task Value in Online Learning
ARTICLE

Distance Education Volume 36, Number 1, ISSN 0158-7919

Abstract

This study was designed to investigate whether course content self-efficacy, online technologies self-efficacy, and task value change over the course of a semester. Sixty-nine participating students from four classes provided data through two instruments: (1) the self-efficacy instrument and (2) the task value instrument. Students' self-efficacy and task value measures were collected three times during the semester (i.e., beginning of semester, mid-term, and final). Data were analyzed using repeated measures of variance. Findings of repeated measures indicate that course content self-efficacy and online technologies self-efficacy fluctuated, but task value remained unaffected during the course of the semester. Educational implications of the results and suggestions for future research are discussed.

Citation

Lee, C.Y. (2015). Changes in Self-Efficacy and Task Value in Online Learning. Distance Education, 36(1), 59-79. Retrieved October 16, 2019 from .

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