Examining Potential Sources of Gender Differences in Writing: The Role of Handwriting Fluency and Self-Efficacy Beliefs

Autor/inn/en	Cordeiro, Carolina; Castro, São Luís; Limpo, Teresa
Titel	Examining Potential Sources of Gender Differences in Writing: The Role of Handwriting Fluency and Self-Efficacy Beliefs
Quelle	In: Written Communication, 35 (2018) 4, S.448-473 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088318788843
Schlagwörter	Writing (Composition); Handwriting; Gender Differences; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Self Efficacy; Spelling; Essays; Writing Skills; Age Differences; Foreign Countries; Elementary School Students; Secondary School Students; Portugal + Suchen Sie Ihr Suchwort? Schreibübung; Handschrift; Geschlechterkonflikt; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Self-efficacy; Selbstwirksamkeit; Schreibweise; Essay; Aufsatzunterricht; Writing skill; Schreibfertigkeit; Age; Difference; Age difference; Altersunterschied; Ausland; Sekundarschüler
Abstract	A growing body of scholarship in the field of writing research from a cognitive perspective suggests that girls tend to outperform boys in particular writing tasks. Still, our understanding about gender differences continues to evolve. The present study specifically focused on gender differences in writing between students from Grade 4 to Grade 9. We examined differences in handwriting and self-efficacy, as well as in three measures of written composition across two genres (viz., spelling, text length, and text quality in stories and opinion essays). Moreover, we tested whether there were differences in written composition above and beyond handwriting and self-efficacy. Findings suggest that girls consistently outperformed boys in handwriting, self-efficacy, spelling, text length, and text quality. These effects were moderated by neither students' grade nor text genre. In addition, after accounting for handwriting and self-efficacy, females still performed better than males in the three measures of written composition. Overall, findings confirmed the gender difference typically found in writing and indicated that potential explanatory variables for it may be handwriting and self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01