Abstract

The purposes of this study were to investigate (a) the effects of volition support (VoS) on students' motivation, effort regulation, and performance as well as (b) the perceptions of students about VoS in an online mathematics course offered at a community college. VoS was developed based on the theories of and research on volition (e.g., Corno in, "Educ Res" 22(2): 14-22, 1993; Gollwitzer in, "Am Psychol" 54: 493-503, 1999; Keller in, "Technol Instr Cognit Learn" 6(2): 79-104, 2008). VoS consists of the four stages: (1) goal initiation ("Want it"), (2) goal formation ("Plan for it"), (3) action control ("Do it"), and (4) emotion control ("Finish it"). A virtual change agent was designed into VoS to provide the support to students. Results indicated that the experimental group provided with VoS showed higher effort regulation and performance than a comparison group without VoS although there was no difference in motivation. Findings and implications for design of and research on VoS interventions are discussed.

Citation

Kim, C. & Bennekin, K.N. (2016). The Effectiveness of Volition Support (VoS) in Promoting Students' Effort Regulation and Performance in an Online Mathematics Course. Instructional Science: An International Journal of the Learning Sciences, 44(4), 359-377. Retrieved August 8, 2024 from https://www.learntechlib.org/p/175837/.

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Keywords

• Change Agents
• college mathematics
• Community Colleges
• Comparative Analysis
• electronic learning
• Experimental Groups
• Individual Power
• mathematics education
• Mathematics Instruction
• online courses
• student attitudes
• student motivation
• Two Year College Students
• Two Year Colleges