Understanding Self-Efficacy in FYW: Students' Belief in Their Own Ability to Succeed in Postsecondary Writing Classrooms

Autor/inn/en	Hamilton, Sam; Kalyuk, Anastasiya
Titel	Understanding Self-Efficacy in FYW: Students' Belief in Their Own Ability to Succeed in Postsecondary Writing Classrooms
Quelle	In: Composition Forum, 50 (2022) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7502
Schlagwörter	Self Efficacy; Writing Ability; Rural Areas; College Freshmen; Writing (Composition); Writing Instruction; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schreibkompetenz; Rural area; Ländlicher Raum; Studienanfänger; Schreibübung; Schreibunterricht
Abstract	Students' completion of a self-efficacy appraisal inventory focusing on the eight habits of mind outlined in the CWPA's "Framework for Success in Postsecondary Writing" can help individual students reflect and improve upon the specific and individualized learning approaches that will assist them as they transition into a postsecondary writing classroom. A recent IRB-approved-as-exempt study directed first-year writing students to rate their confidence in how well they were able to engage in specific writing-related actions. Respondents included 162 students from multiple sections of a first-year writing course taught in two semesters: 75 from 15 different Fall 2019 sections of a first-year writing course and 87 participants from 6 different Spring 2020 sections of the same course. The study found participating students perceived themselves strongest at executing writing-based courses of action related to Responsibility, Openness, and Persistence and weakest at executing courses of action related to Flexibility and Creativity. In light of students' efficacy self-percepts pertaining to the eight habits of mind, the specific "writing, reading, and critical analysis experiences" in which students should engage include (1) assignments that encourage students to creatively and reiteratively compose, reimagine, and recompose pieces using a variety of modalities and conventions; and (2) assignments that encourage students to engage in data-driven metacognitive reflective writing. (As Provided).
Anmerkungen	Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01