ERIC Number: EJ1217663
Record Type: Journal
Publication Date: 2019-Jul
Abstractor: As Provided
Adding Self-Efficacy Features to an Online Statistics Lesson
Huang, Xiaoxia; Mayer, Richard E.
Journal of Educational Computing Research, v57 n4 p1003-1037 Jul 2019
This study investigated the effectiveness of adding four self-efficacy features to an online statistics lesson, based on Bandura's four sources of self-efficacy information. In a randomized between-subjects experiment, participants learned statistical rules in an example-based online environment with four self-efficacy features added (treatment group) or not (control group). Results of analyses of variance showed that the treatment group performed better on practice (d = 0.36), retention (d = 0.39), and transfer (d = 0.42) tests as well as reporting higher self-efficacy (d = 0.44) and lower task anxiety (d = -0.45). Further, mediation analyses revealed that the effect of treatment group on performance was fully mediated by task anxiety and self-efficacy. The results support the inclusion of self-efficacy features in online mathematics lessons, when the goal is to improve learning outcomes by reducing anxiety and increasing self-efficacy. The results show the utility of applying Bandura's model of self-efficacy to technology-based learning environments.
Descriptors: Self Efficacy, Online Courses, Statistics, Teaching Methods, Comparative Analysis, Retention (Psychology), Transfer of Training, Mathematics Instruction, Mathematics Tests, Outcomes of Education, Instructional Effectiveness, Test Anxiety, Models, Blended Learning, Intervention, Coping, Mastery Learning, Instructional Materials, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
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