Affective and Motivational Factors of Learning in Online Mathematics Courses

• In Event: Online Teaching and Learning in K-12 Environments

Abstract

We investigated affective and motivational factors that can be included in student needs assessments for challenging mathematics courses offered at a virtual high school. In our study, the affective factors included mathematics achievement emotions and the motivational factors included self-efficacy and intrinsic value. Findings are discussed in terms of a theoretical and practical understanding that does not solely rely on knowledge tests but recognizes diverse paths to support and facilitate and students’ learning in online mathematics courses.

Authors

• ChanMin Kim, Pennsylvania State University

• Seung Won Park, University of Georgia - Athens

• Joe Cozart, Georgia Virtual Learning