The purpose of this study was to examine the impact of attribution on Calculus self-efficacy and the relationships among goal setting, self-efficacy, and Calculus achievement in technology university students. 377 freshmen in a technology university were used as participants in this one-year longitudinal study. Results show that the beneficial attributers possessed higher self-efficacy than individuals with less beneficial attribution. Further, it was shown that technology university students with higher self-efficacy achieved better proficiency level during the consecutive Calculus proficiency test every half-year. Meanwhile, those with higher self-efficacy are likely to set higher goal level for the subsequent tests, and those with higher goal setting have performed better than those with lower goal setting. Together findings in this study show that the effective way to improve Calculus performance in Technology University students might lie in how to militate the beneficial attribution manners and increase the self-efficacy as well as set higher and reasonable goal level.
|Keywords:||Attribution, Calculus Achievement, Goal Setting, Self-efficacy|
Professor, Department of Industrial Education and Technology, National Chang-hua University of Education, Changhua, Taiwan
Dr. Candidate, Department of Industrial Education and Technology, National Chang-hua University of Education, Changhua, Taiwan
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