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Originalartikel/Original Articles

The Intersection of Students' Perceptions of Instrumentality, Self-Efficacy, and Goal Orientations in an Online Mathematics Course

Published Online:January 14, 2008https://doi.org/10.1024/1010-0652.21.3.229

Abstract

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.


Der Schnittpunkt von wahrgenommener Instrumentalität, Selbstwirksamkeit und Motivationaler Orientierung in einem Online-Algebrakurs

Zusammenfassung. Die theoretische Grundlage dieser Forschung ist die “Future Time Perspective”-Theorie (Simons et al., 2004) und das Expectancy-Value-Modell (Eccles & Wigfield, 2002). Gegenstand der vorliegenden Studie sind: (1) der Zusammenhang von wahrgenommenem endogenen Nutzen und der Selbstwirksamkeit, Selbstregulation und der Motivationalen Orientierung während des Semesters; (2) der relative Einfluss von wahrgenommenem endogenen Nutzen, Selbstwirksamkeit, Selbstregulation, und Motivationaler Orientierung auf die Kursleistung; (3) der eigene Beitrag von wahrgenommenem endogenen Nutzen, Selbstwirksamkeit, Selbstregulation und Zielbestimmung auf die Kursleistung; (4) die mögliche Veränderung des wahrgenommenen endogenen Nutzens und der Selbstwirksamkeit während des Semesters im Verhältnis zur Leistung. 487 Studierende (Undergraduates), die einen Online-Algebrakurs absolvierten, nahmen an der Studie teil. Nachdem die Selbstwirksamkeit und der wahrgenommene endogene Nutzen am Anfang des Semesters kontrolliert wurde, klären Selbstregulation, Selbstwirksamkeit und der wahrgenommene endogene Nutzen 24 % der Varianz der Kursleistung auf. Die Motivationale Orientierung am Anfang des Semesters ist nicht mit der Leistung korreliert.

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