The intersection of students' perceptions of instrumentality, self-efficacy, and goal orientations in an online mathematics course

Jenefer Husman, Jonathan Hilpert

Research output: Contribution to journalArticle

32 Citations (Scopus)

Abstract

The theoretical foundations of this research were Future Time Perspective (Simons et al., 2004) and Expectancy × Value (Wigfield & Eccles, 2002) theories of motivation. The goals of the current study were to better understand (1) the relationship of endogenous perceptions of instrumentality to student self-efficacy, self-regulation, and goal orientation during the semester; (2) the relative influence of endogenous perceptions of instrumentality, self-efficacy, self-regulation, and goal orientation on course performance; (3) the unique contribution of endogenous perceptions of instrumentality, self-efficacy, self-regulation, and goal orientation to course performance; and (4) the potential change in student endogenous perceptions of instrumentality and self-efficacy during the semester of study in relationship to course performance. Four hundred and eighty seven undergraduate students' enrolled in an online introductory algebra course participated in this study. Results indicated that, after controlling for self-efficacy and endogenous perceptions of instrumentality at the beginning of the semester, students' self-regulation, self-efficacy, and endogenous perceptions of instrumentality at the end of the semester predicted 24% of the variance in student course performance. Students' self-reported goal orientations at the beginning of the semester were not related to their course performance.

Original languageEnglish (US)
Pages (from-to)229-239
Number of pages11
JournalZeitschrift fur Padagogische Psychologie
Volume21
Issue number3-4
DOIs
StatePublished - Dec 2007

Fingerprint

Mathematics
Self Efficacy
Students
Motivation
Self-Control
Research

Keywords

  • Achievement motivation
  • Future time perspective
  • Hypermedia-based math instruction
  • Instrumentality
  • Self-efficacy

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

The intersection of students' perceptions of instrumentality, self-efficacy, and goal orientations in an online mathematics course. / Husman, Jenefer; Hilpert, Jonathan.

In: Zeitschrift fur Padagogische Psychologie, Vol. 21, No. 3-4, 12.2007, p. 229-239.

Research output: Contribution to journalArticle

@article{69f18fcae2374eaa8e46b79769452574,
title = "The intersection of students' perceptions of instrumentality, self-efficacy, and goal orientations in an online mathematics course",
abstract = "The theoretical foundations of this research were Future Time Perspective (Simons et al., 2004) and Expectancy × Value (Wigfield & Eccles, 2002) theories of motivation. The goals of the current study were to better understand (1) the relationship of endogenous perceptions of instrumentality to student self-efficacy, self-regulation, and goal orientation during the semester; (2) the relative influence of endogenous perceptions of instrumentality, self-efficacy, self-regulation, and goal orientation on course performance; (3) the unique contribution of endogenous perceptions of instrumentality, self-efficacy, self-regulation, and goal orientation to course performance; and (4) the potential change in student endogenous perceptions of instrumentality and self-efficacy during the semester of study in relationship to course performance. Four hundred and eighty seven undergraduate students' enrolled in an online introductory algebra course participated in this study. Results indicated that, after controlling for self-efficacy and endogenous perceptions of instrumentality at the beginning of the semester, students' self-regulation, self-efficacy, and endogenous perceptions of instrumentality at the end of the semester predicted 24{\%} of the variance in student course performance. Students' self-reported goal orientations at the beginning of the semester were not related to their course performance.",
keywords = "Achievement motivation, Future time perspective, Hypermedia-based math instruction, Instrumentality, Self-efficacy",
author = "Jenefer Husman and Jonathan Hilpert",
year = "2007",
month = "12",
doi = "10.1024/1010-0652.21.3.229",
language = "English (US)",
volume = "21",
pages = "229--239",
journal = "Zeitschrift fur Padagogische Psychologie",
issn = "1010-0652",
publisher = "Verlag Hans Huber",
number = "3-4",

}

TY - JOUR

T1 - The intersection of students' perceptions of instrumentality, self-efficacy, and goal orientations in an online mathematics course

AU - Husman, Jenefer

AU - Hilpert, Jonathan

PY - 2007/12

Y1 - 2007/12

N2 - The theoretical foundations of this research were Future Time Perspective (Simons et al., 2004) and Expectancy × Value (Wigfield & Eccles, 2002) theories of motivation. The goals of the current study were to better understand (1) the relationship of endogenous perceptions of instrumentality to student self-efficacy, self-regulation, and goal orientation during the semester; (2) the relative influence of endogenous perceptions of instrumentality, self-efficacy, self-regulation, and goal orientation on course performance; (3) the unique contribution of endogenous perceptions of instrumentality, self-efficacy, self-regulation, and goal orientation to course performance; and (4) the potential change in student endogenous perceptions of instrumentality and self-efficacy during the semester of study in relationship to course performance. Four hundred and eighty seven undergraduate students' enrolled in an online introductory algebra course participated in this study. Results indicated that, after controlling for self-efficacy and endogenous perceptions of instrumentality at the beginning of the semester, students' self-regulation, self-efficacy, and endogenous perceptions of instrumentality at the end of the semester predicted 24% of the variance in student course performance. Students' self-reported goal orientations at the beginning of the semester were not related to their course performance.

AB - The theoretical foundations of this research were Future Time Perspective (Simons et al., 2004) and Expectancy × Value (Wigfield & Eccles, 2002) theories of motivation. The goals of the current study were to better understand (1) the relationship of endogenous perceptions of instrumentality to student self-efficacy, self-regulation, and goal orientation during the semester; (2) the relative influence of endogenous perceptions of instrumentality, self-efficacy, self-regulation, and goal orientation on course performance; (3) the unique contribution of endogenous perceptions of instrumentality, self-efficacy, self-regulation, and goal orientation to course performance; and (4) the potential change in student endogenous perceptions of instrumentality and self-efficacy during the semester of study in relationship to course performance. Four hundred and eighty seven undergraduate students' enrolled in an online introductory algebra course participated in this study. Results indicated that, after controlling for self-efficacy and endogenous perceptions of instrumentality at the beginning of the semester, students' self-regulation, self-efficacy, and endogenous perceptions of instrumentality at the end of the semester predicted 24% of the variance in student course performance. Students' self-reported goal orientations at the beginning of the semester were not related to their course performance.

KW - Achievement motivation

KW - Future time perspective

KW - Hypermedia-based math instruction

KW - Instrumentality

KW - Self-efficacy

UR - http://www.scopus.com/inward/record.url?scp=38949128985&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=38949128985&partnerID=8YFLogxK

U2 - 10.1024/1010-0652.21.3.229

DO - 10.1024/1010-0652.21.3.229

M3 - Article

VL - 21

SP - 229

EP - 239

JO - Zeitschrift fur Padagogische Psychologie

JF - Zeitschrift fur Padagogische Psychologie

SN - 1010-0652

IS - 3-4

ER -