Design and implementation of volitional control support in mathematics courses

Chan Min Kim, Kimberly N. Bennekin

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

We designed support for volitional control with four stages for goal initiation ("Want it"), goal formation ("Plan for it"), action control ("Do it"), and emotion control ("Finish it") based on theories and models of volition. We implemented the support in mathematics courses offered at a community college. We examined the effects of volitional control support on students' motivation (i.e., intrinsic value, self-efficacy), emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom), effort regulation, and achievement. We found significant effects of the volitional control support on intrinsic value, enjoyment, anger, anxiety, and boredom. Findings are discussed to improve the design and development of the volitional control support. Limitations and implications of the study are presented as well.

Original languageEnglish (US)
Pages (from-to)793-817
Number of pages25
JournalEducational Technology Research and Development
Volume61
Issue number5
DOIs
StatePublished - Oct 1 2013

All Science Journal Classification (ASJC) codes

  • Education

Fingerprint Dive into the research topics of 'Design and implementation of volitional control support in mathematics courses'. Together they form a unique fingerprint.

Cite this