ERIC Number: EJ586474
Record Type: CIJE
Publication Date: 1999
Reference Count: 0
Instructional Context in the College Mathematics Classroom: Epistemological Beliefs and Student Motivation.
Hofer, Barbara K.
Journal of Staff, Program & Organization Development, v16 n2 p73-82 1999
Examines students' beliefs about knowledge, and their motivation, learning strategies, and academic performance in two instructional contexts in introductory Calculus classes. Sophistication of epistemological beliefs was positively correlated with motivation, self-efficacy, self-regulation, and grades. Students in the more active, cooperative classroom had more sophisticated beliefs than the students in the traditional classroom. Contains 24 references. (AMA)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A