Learner Self-Efficacy Beliefs in a Computer-Intensive Asynchronous College Algebra Course

The purpose of this study was to explore the influence of the four traditionally hypothesized sources of self-efficacy on learners’ self-efficacy beliefs regarding learning mathematics in an asynchronous environment. The context of the study was a college algebra course offered in a mostly asynchronous, technology-intensive model at a public university in the southeastern United States. Participants (N=261) completed surveys assessing their self-efficacy to learn mathematics in this environment and to assess their mastery experiences, vicarious experiences, social persuasion, and affective/physiological state. Regression analysis indicated that in this learning environment, mastery experiences, persuasion, and affective/physiological state should be combined into a single dimension when considering the source of students’ self-efficacy beliefs toward mathematics success in the context of the study