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An evaluation of perceived task valu...

Gan, Sandy.

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An evaluation of perceived task value, self-efficacy, and performance in a geography blended distance course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An evaluation of perceived task value, self-efficacy, and performance in a geography blended distance course./
作者:	Gan, Sandy.
面頁冊數:	183 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1647.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3220104
ISBN:	9780542713101

An evaluation of perceived task value, self-efficacy, and performance in a geography blended distance course.
Gan, Sandy.

An evaluation of perceived task value, self-efficacy, and performance in a geography blended distance course. - 183 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1647.

Thesis (Ed.D.)--University of Southern California, 2005.

A formative evaluation was performed on a relatively new undergraduate Geography blended distance course. Students' motivational beliefs and perceptions towards the course and its delivery technology were examined. Specifically, students' task value and self-efficacy (grade confidence and self-efficacy beliefs), along with the predictive power of these perceptions on their persistence, mental effort, and performance were investigated. Task value and self-efficacy outcomes were also compared to the results obtained on the traditional course in the baseline study. Because both courses varied in their learning materials and assessments etc., any differences in task value and self-efficacy outcomes are attributed to student differences.

ISBN: 9780542713101Subjects--Topical Terms:

1017560
Education, Educational Psychology.

An evaluation of perceived task value, self-efficacy, and performance in a geography blended distance course.
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245 1 3 $a An evaluation of perceived task value, self-efficacy, and performance in a geography blended distance course.
300 $a 183 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1647.
500 $a Adviser: Richard Clark.
502 $a Thesis (Ed.D.)--University of Southern California, 2005.
520 $a A formative evaluation was performed on a relatively new undergraduate Geography blended distance course. Students' motivational beliefs and perceptions towards the course and its delivery technology were examined. Specifically, students' task value and self-efficacy (grade confidence and self-efficacy beliefs), along with the predictive power of these perceptions on their persistence, mental effort, and performance were investigated. Task value and self-efficacy outcomes were also compared to the results obtained on the traditional course in the baseline study. Because both courses varied in their learning materials and assessments etc., any differences in task value and self-efficacy outcomes are attributed to student differences.
520 $a A non-experimental repeated-measures design was used. Students were asked to participate in an online survey three times during the semester. One hundred and twenty-three students were enrolled in the course and participated in either some or all the surveys. All available data were used in the analyses.
520 $a Overall descriptive results indicated that students held not much value to some value for the course; believed they had close to fairly well ability to perform course tasks; were at least moderately confident that they could achieve grades from D- to A-; and perceived the delivery tools to be at least somewhat effective, reliable, or accessible. Repeated-measures findings showed that students' task value and self-efficacy declined as the course progressed. Overall regression results showed that mental effort was best predicted by self-efficacy beliefs; whereas persistence and performance were predicted by T3 grade confidence. T3 grade confidence and T3 self-efficacy were also related to performance indirectly through persistence and mental effort, respectively, thus confirming the overall predictive usefulness of the self-efficacy construct on persistence, mental effort, and performance. However, contrary to previous research, task value failed to predict persistence. T-tests and Mann-Whitney U post-hoc tests showed that the traditional and blended groups did not differ in self-efficacy beliefs and task value outcomes, but the traditional group reported higher grade confidence at the end of the semester. Suggestions for course improvement were proposed, and recommendations for future research were discussed.
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