Sources of self-efficacy beliefs of students in a technology-intensive asynchronous college algebra course
Internet and Higher Education Volume 12, Number 2, ISSN 1096-7516 Publisher: Elsevier Ltd
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 (
Hodges, C.B. & Murphy, P.F. (2009). Sources of self-efficacy beliefs of students in a technology-intensive asynchronous college algebra course. Internet and Higher Education, 12(2), 93-97. Elsevier Ltd.