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The purpose of this study was to investigate the effects of motivation, volition and belief change strategies, implemented with personal and group email messages, on students' attitudes, study habits and achievement in a calculus course for non‐mathematics majors. Eighty four undergraduates enrolled in a calculus course received emails over a period of 8 weeks. The results indicated that there were negative trends in participants' attitudes towards mathematics except for the group receiving belief change strategies with personal messages. There were also negative trends in participants' study habits except for the group receiving motivation, volition and belief change strategies with personal messages. No single group over any other showed improvement in achievement. Explanations for the findings, limitations of the study and implications and possibilities for future studies are discussed.
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Kim et al. (2010) studied this question.
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