Self-efficacy, Self-reliance, and Motivation inan Asynchronous Learning Environment

Authors: Linda H. Meyer, Carol S. Sternberger

Abstract:

Self-efficacy, self-reliance, and motivation were examined in a quasi-experimental study with 178 sophomore university students. Participants used an interactive cardiovascular anatomy and physiology CD-ROM, and completed a 15-item questionnaire. Reliability of the questionnaire was established using Cronbach-s alpha. Post-tests and course grades were examined using a t-test, demonstrating no significance. Results of an item-to-item analysis of the questionnaire showed overall satisfaction with the teaching methodology and varied results for self-efficacy, selfreliance, and motivation. Kendall-s Tau was calculated for all items in the questionnaire.

Keywords: Asynchronous learning environments, motivation, self-efficacy, self-reliance.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1063302

References:

[1] C. Sternberger and L. Meyer, "Hypermedia-assisted instruction: Authoring with learning guidelines" Computers in Nursing vol. 19, no 2, pp.72-75, March/April 2001.
[2] A. Bandura, "Self-efficacy: Toward a unifying theory of behavior change," Psychological Review, vol. 84, pp. 191-215, 1977.
[3] S.R. Maier and P. A. Curtin, "Self-efficacy theory: A prescriptive model for teaching research methods," Journal & Mass Communication Education, vol. 59, no. 4, pp. 352-364, 2005.
[4] A. Bandura, Self-Efficacy: The Exercise of Control. New York: Freeman, 1997.
[5] M.K. Ponton, J.H. Edmister, L.S. Ukeiley, and J.M. Seiner, "Understanding the role of self-efficacy in engineering education," Journal of Engineering Education, vol. 90 no. 2, pp. 247-251, 2001.
[6] A. Bandura, and D. Schunk, "Cultivating competency, self-efficacy, and intrinsic interest through proximal self-motivation," Journal of Personality and Social Psychology, vol. 41, no. XX, pp. 586-598, 1981.
[7] K.D. Multon, S.D. Brown, and R.W. Lent, "Relation of self-efficacy beliefs to academic outcomes a meta-analysis investigation," Journal of Counseling Psychology, vol. 38, no. 1, pp. 30-38, 1991.
[8] D. Schunk, "Self-efficacy perspective on achievement behavior," Educational Psychologist, vol. 19, no.1, pp. 48-58, 1984.
[9] R.M. Gagne, The Conditions of Learning, (4th ed.) New York: Holt, Rinehart, and Winston, 1985.
[10] Y. Babenko-Mould, M.A. Andrusyszyn, and D. Goldenberg, "Effects of computer-based clinical conferencing on nursing students- selfefficacy," Journal of Nursing Education, vol. 43, no. 4, pp. 149-155, 2004.
[11] J. Kulick, and C. Kulick, "Effectiveness of computer-based instruction: An updated analysis. Computer Human Behavior, vol. 7, no. XX, pp. 75-104, 1997.
[12] M. Maag, "The effectiveness of an interactive multimedia learning tool on nursing student-s math knowledge and self-efficacy," Computers in Nursing, vol. 22, no. 1, pp. 26-33, 2004.
[13] R.E. Mayer, Multimedia Learning, Cambridge: Cambridge University Press, 2001.
[14] S. Schmidt, J. Arndt, S. Gaston, and B.J. Miller, "The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes," Computers in Nursing, vol. 9, no. 4, 159-163, 1991.
[15] P.A. Cohen, and L.S. Decanay, "A meta-analysis of computer-based instruction in nursing education," Computers in Nursing, vol. 12, no. 2, pp. 89-97, 1994.
[16] P. Jefferies, "Computer versus lecture: A comparison of two methods of teaching oral medication administration in a nursing skills laboratory," Journal of Nursing Education, vol. 40, no. 7, pp. 323-329, 2001.
[17] B. L. Saucier, K.R. Steven, and G.B. Williams, "Critical thinking outcomes of computer-assisted instruction versus written nursing process, Nursing & Health Care Perspectives, vol. 21, no. 5, pp. 240- 246, 2000.
[18] M.L. Murray, and P. Higgins, "Computer verses lecture: Strategies for teaching fetal monitoring," Journal of Perinatology, vol. 16, no. 1, pp. 15-19, 1996.
[19] C.J. Williams, and S.W. Brown, "A review of the research issues in the use of computer-related technology for instruction: An agenda for research1," International Journal Instructional Media, vol. 17, no. 2, pp. 95-108, 1990.
[20] C. Sternberger, "An examination of state anxiety and computer attitudes related to achievement on paper-and-pencil and computer -based mathematics testing of nursing students," Ph.D. dissertation, School of Education, Purdue Univ., West Lafayette, IN, 1998.
[21] J.C. Dunlap, "Problem-based learning and self-efficacy: How a capstone course prepares students for a profession," ETR&D, vol. 53, no. 1, pp. 65-85, 2005.
[22] L. Meyer, "Applying the theory of planned behavior: Nursing students- intention to seek clinical experiences using the essential clinical behavior database," Nursing Education, vol. 41, no. 3, pp. 107-116, 2002.
[23] L. Anderson, and D. Krathwohl, Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom-s Taxonomy of Educational Objectives, New York: Addison, Wesley Longman, 2001.