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Motivation for Achievement and Attitudes toward Mathematics Instruction in a Required Calculus Course at the Norwegian University of Science and Technology
Numeracy
  • Donna Sundre, James Madison University
  • Carol Barry, The College Board, Newtown, PA
  • Vidar Gynnild, Norwegian University of Science and Technology
  • Erin Tangen Ostgard, Norwegian University of Science and Technology
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
Creative Commons License
Creative Commons Attribution-Noncommercial 4.0
Citation Information
Donna Sundre, Carol Barry, Vidar Gynnild and Erin Tangen Ostgard. "Motivation for Achievement and Attitudes toward Mathematics Instruction in a Required Calculus Course at the Norwegian University of Science and Technology"
Available at: http://works.bepress.com/donna_l_sundre/2/