Abstract: This study was designed to investigate whether course content self-efficacy, online technologies self-efficacy, and task value change over the course of a semester. Sixty-nine participating students from four classes provided data through two instruments: (1) the Self-Efficacy Instrument, and (2) the Task Value Instrument. Students’ self-efficacy and task value measures were collected three times during the semester (i.e. beginning semester, mid-term, and final). Data were analysed using repeated measures of variance. Findings of repeated measures indicated that course content self-efficacy and online technologies self-efficacy fluctuated, but task value remained unaffected during the course of the semester. Educational implications of the results and suggestions for future research are discussed. Further research should be conducted with a larger sample and with different types of classes in different academic settings.