Literaturnachweis - Detailanzeige
| Autor/inn/en | Zumbrunn, Sharon; Broda, Michael; Varier, Divya; Conklin, Sarah |
|---|---|
| Titel | Examining the Multidimensional Role of Self-Efficacy for Writing on Student Writing Self-Regulation and Grades in Elementary and High School |
| Quelle | In: British Journal of Educational Psychology, 90 (2020) 3, S.580-603 (24 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Zumbrunn, Sharon) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-0998 |
| DOI | 10.1111/bjep.12315 |
| Schlagwörter | Elementary School Students; High School Students; Writing (Composition); Writing Skills; Self Efficacy; Age Differences; Age Groups |
| Abstract | Background: The powerful role of self-efficacy on student achievement is clear. Less clear, however, is our understanding of the specific roles of the different factors of writing self-efficacy on student writing self-regulation and success. Aims: This study expands our knowledge about student writing self-efficacy -- including its dimensions and the relationship between its dimensions and practical writing outcomes with students from different age groups. Sample: Participants were 992 elementary and 518 high school students across 65 teachers and 6 schools in the United States. Methods: Data were collected via online questionnaires, one assessing student writing self-efficacy and the others teachers' reports of student writing self-regulation and writing/ELA grades. Results: Confirmatory factor analysis (CFA) results demonstrated significantly improved model fit for a three-factor model of writing self-efficacy compared to a one-factor model. A measurement invariance analysis of the writing self-efficacy scale indicated scalar invariance between the elementary and secondary samples. Structural equation modelling (SEM) results indicated that the second self-efficacy factor, self-efficacy for writing conventions, was statistically significantly related to writing/ELA grades for elementary students ([beta] = 0.33, p < 0.001) as well as for high school students ([beta] = 0.27, p < 0.01). Conventions were also the only factor statistically significantly related to teacher-reported student writing self-regulation for both elementary students ([beta] = 0.26, p < 0.01) and high school students ([beta] = 0.37, p < 0.001). Self-efficacy for ideation and self-efficacy for self-regulation were not found to be significantly related to either student writing/ELA grades or teacher-reported self-regulation (all ps > 0.19). Conclusions: Results support the multidimensionality of writing self-efficacy. In addition, findings emphasize a meaningful link between students' beliefs in their ability to conform to the rules of writing and their writing self-regulation and success. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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