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Sources of self-efficacy beliefs of students in a technology-intensive asynchronous college algebra course
ARTICLE

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Internet and Higher Education Volume 12, Number 2, ISSN 1096-7516 Publisher: Elsevier Ltd

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 (

Citation

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. Retrieved September 19, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2009.06.005

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