Motivation, volition and belief change strategies to improve mathematics learning

ChanMin Kim · John M. Keller

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Education, Achievement, and Giftedness Mathematics Education and Pedagogy Mathematics Education and Programs

Abstract

Abstract The purpose of this study was to investigate the effects of motivation, volition and belief change strategies, implemented with personal and group email messages, on students' attitudes, study habits and achievement in a calculus course for non‐mathematics majors. Eighty four undergraduates enrolled in a calculus course received emails over a period of 8 weeks. The results indicated that there were negative trends in participants' attitudes towards mathematics except for the group receiving belief change strategies with personal messages. There were also negative trends in participants' study habits except for the group receiving motivation, volition and belief change strategies with personal messages. No single group over any other showed improvement in achievement. Explanations for the findings, limitations of the study and implications and possibilities for future studies are discussed.

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2006Mindset: the new psychology of success 1995Motivation in Education: Theory, Research, and Applications 1999Implementation intentions: Strong effects of simple plans.1997The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning 1993Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change 1990Effects of beliefs about the nature of knowledge on comprehension.2009Personal epistemology the psychology of beliefs about knowledge and knowing 1997Implementation intentions and effective goal pursuit.

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