%0 Journal Article
%T Motivation for Achievement and Attitudes toward Mathematics Instruction in a Required Calculus Course at the Norwegian University of Science and Technology
%A Donna Sundre
%A Carol Barry
%A Vidar Gynnild
%A Erin Tangen Ostgard
%J Numeracy
%D 2012
%I 
%X 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.
%K Attitudes
%K Achievement motivation
%K Calculus
%U http://dx.doi.org/10.5038/1936-4660.5.1.4