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 cont...

[1]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[2]  M. Vansteenkiste,et al.  Less Is Sometimes More: Goal Content Matters , 2004 .

[3]  Willy Lens,et al.  Placing Motivation and Future Time Perspective Theory in a Temporal Perspective , 2004 .

[4]  D. Bybee,et al.  Possible selves as roadmaps , 2004 .

[5]  P. Pintrich,et al.  Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq) , 1993 .

[6]  K. E. Barron,et al.  Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation , 2002 .

[7]  John W. Atkinson,et al.  Introduction: Motivation , 1964 .

[8]  Jenefer Husman,et al.  Effects of Time Perspective on Student Motivation: Introduction to a Special Issue , 2004 .

[9]  DeWayne Moore,et al.  Goal Orientations , 2006 .

[10]  A. Elliot.  A Conceptual History of the Achievement Goal Construct. , 2005 .

[11]  J. Brophy.  Goal Theorists Should Move on From Performance Goals , 2005 .

[12]  Jeannine E. Turner,et al.  Expectancy-Value Relationships of Shame Reactions and Shame Resiliency. , 2001 .

[13]  Future time perspective and motivational categories in Argentinean adolescents. , 2006, Adolescence.

[14]  M. Bong.  Predictive Utility of Subject-, Task-, and Problem-Specific Self-Efficacy Judgments for Immediate and Delayed Academic Performances , 2002 .

[15]  Frank Pajares,et al.  SELF-EFFICACY BELIEFS, MOTIVATION, AND ACHIEVEMENT IN WRITING: A REVIEW OF THE LITERATURE , 2003 .

[16]  A. Elliot,et al.  A HIERARCHICAL MODEL OF APPROACH AND AVOIDANCE ACHIEVEMENT MOTIVATION , 1997 .

[17]  D. A. Kenny,et al.  The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. , 1986, Journal of personality and social psychology.

[18]  Eric M. Anderman,et al.  Classroom goal structure, student motivation, and academic achievement. , 2006, Annual review of psychology.

[19]  Eric M. Anderman,et al.  The Development and Validation of Scales Assessing Students' Achievement Goal Orientations , 1998, Contemporary educational psychology.

[20]  Frank Pajares,et al.  Mathematics Self-Efficacy and Mathematical Problem Solving: Implications of Using Different Forms of Assessment , 1997 .

[21]  Markus A. Maier,et al.  Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test , 2005 .

[22]  J. Husman,et al.  Online Mathematics Achievement: Effects of Learning Strategies and Self-Efficacy , 2007 .

[23]  J. Eccles,et al.  The Development of Competence Beliefs, Expectancies for Success, and Achievement Values from Childhood through Adolescence , 2002 .

[24]  Katariina Salmela-Aro,et al.  Goal Contents, Well-being, and Life Context During Transition to University: A Longitudinal Study , 1997 .

[25]  Michael J. Middleton,et al.  Performance-Approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost?. , 2001 .

[26]  K. E. Barron,et al.  Revision of achievement goal theory: Necessary and illuminating. , 2002 .

[27]  J. Nuttin,et al.  Future Time Perspective and Motivation: Theory and Research Method , 1984 .

[28]  C. Wolters,et al.  Understanding Procrastination from a Self-Regulated Learning Perspective. , 2003 .

[29]  Reinhard Pekrun,et al.  A Social-Cognitive, Control-Value Theory of Achievement Emotions , 2000 .

[30]  Gerard Seegers,et al.  Task Motivation and Mathematics Achievement in Actual Task Situations. , 1993 .

[31]  Mimi Bong,et al.  Role of Self-Efficacy and Task-Value in Predicting College Students' Course Performance and Future Enrollment Intentions. , 2001, Contemporary educational psychology.

[32]  Jenefer Husman,et al.  The role of the future in student motivation , 1999 .

[33]  Jenefer Husman,et al.  Volitional Strategies and Future Time Perspective: Embracing the Complexity of Dynamic Interactions. , 2000 .

[34]  C. Dweck,et al.  Clarifying achievement goals and their impact. , 2003, Journal of personality and social psychology.

[35]  Martin V. Covington,et al.  Perceiving school performance as instrumental to future goal attainment: Effects on graded performance , 2005 .

[36]  Jenefer Husman,et al.  Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence , 2004 .