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Design and implementation of volitional control support in mathematics courses

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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.

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  1. Learning, Design, and Technology, University of Georgia, Athens, GA, USA

    ChanMin Kim

  2. Department of Mathematics, Georgia Perimeter College, Clarkston, GA, USA

    Kimberly N. Bennekin

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  1. ChanMin Kim
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  2. Kimberly N. Bennekin
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Kim, C., Bennekin, K.N. Design and implementation of volitional control support in mathematics courses. Education Tech Research Dev 61, 793–817 (2013). https://doi.org/10.1007/s11423-013-9309-2

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