Keywords
attitudes, achievement motivation, calculus
Abstract
This study from the Norwegian University of Science and Technology (NTNU) examines students’ learning goals and attitudes toward mathematics in a first-year calculus course in undergraduate engineering education. Achievement motivation research using the Achievement Goal Questionnaire (AGQ) is advanced from current literature with two additions: (1) a course specific context using introductory college calculus students, and (2) participation of Norwegian students.
Pre- and posttest measures of attitudes indicate that students do change learning goals over time, unfortunately opposite to the instructors’ aspirations. A significant increase in “Mastery Avoidance” and “Work Avoidance” was accompanied with a drop in “Mastery Approach” and “Performance Approach”. Variables such as value, motivation and enjoyment decreased along with a significant drop in self-confidence.
DOI
http://dx.doi.org/10.5038/1936-4660.5.1.4
Recommended Citation
Sundre, Donna, Carol Barry, Vidar Gynnild, and Erin T. Ostgard. "Motivation for Achievement and Attitudes toward Mathematics Instruction in a Required Calculus Course at the Norwegian University of Science and Technology." Numeracy 5, Iss. 1 (2012): Article 4. DOI: http://dx.doi.org/10.5038/1936-4660.5.1.4
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