College English Writing Affect: Self-Efficacy and Anxiety

Autor/in	Woodrow, Lindy
Titel	College English Writing Affect: Self-Efficacy and Anxiety
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 39 (2011) 4, S.510-522 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2011.10.017
Schlagwörter	Learning Theories; Self Efficacy; Student Motivation; Questionnaires; Factor Analysis; Foreign Countries; Epistemology; Anxiety; College Students; English (Second Language); Second Language Learning; Writing (Composition); Student Attitudes; Likert Scales; Statistical Analysis; Validity; Parent Child Relationship; Models; Prediction; Writing Skills; Parenting Styles; Second Language Instruction; China + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Fragebogen; Faktorenanalyse; Ausland; Erkenntnistheorie; Angst; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibübung; Schülerverhalten; Likert-Skala; Statistische Analyse; Gültigkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Analogiemodell; Vorhersage; Writing skill; Schreibfertigkeit; Fremdsprachenunterricht
Abstract	This article describes a research project into the self-efficacy and anxiety of college English students at four universities in China. A total of 738 participants completed a questionnaire measuring self-efficacy and anxiety in writing in English. This was immediately followed by a writing task. The questionnaire used a seven point Likert type scale to measure self-efficacy and anxiety in writing. The questionnaire also included open ended questions concerning student perceptions of effort, actual effort and parental pressure. The quantitative data relating to self-efficacy and anxiety were analysed using structural modelling techniques. In the first instance, confirmatory factor analysis provided evidence for the validity of constructs. Subsequently a full structural model was hypothesised and tested. The hypothesized model indicated that both anxiety and self-efficacy predicted writing performance. However, in a re-specified model a better fit was achieved. The final model indicated that the relationship between writing performance and anxiety was mediated by self-efficacy. This supports Bandura (1986) social cognitive theory of learning that perceptions of affect can influence self-efficacy beliefs. From the open ended data the results indicated that anxious students were more likely to experience parental pressure, have low effort perceptions and low actual effort; those students with high efficacy were more likely to have high effort perceptions, were less likely to experience parental pressure and were likely to spend longer studying English. (Contains 5 figures and 11 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10