Writing Self-Efficacy in Postsecondary Students: A Scoping Review

Autor/inn/en	Mitchell, Kim M.; Zumbrunn, Sharon; Berry, Danielle N.; Demczuk, Lisa
Titel	Writing Self-Efficacy in Postsecondary Students: A Scoping Review
Quelle	In: Educational Psychology Review, 35 (2023) 3, Artikel 82 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mitchell, Kim M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09798-2
Schlagwörter	College Students; Writing Skills; Self Efficacy; Research Reports; Educational Research; Writing Apprehension; Performance; Time Perspective; Writing Ability; Skill Development; Teacher Attitudes; Educational Environment; Feedback (Response); Educational Strategies; Writing Instruction + Suchen Sie Ihr Suchwort? Collegestudent; Writing skill; Schreibfertigkeit; Self-efficacy; Selbstwirksamkeit; Research report; Forschungsbericht; Bildungsforschung; Pädagogische Forschung; Achievement; Leistung; Zeitbezug; Schreibkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrstrategie; Schreibunterricht
Abstract	In this review, we examine studies of writing self-efficacy conducted with postsecondary students published between 1984 and 2021. We aimed to inventory the methodological choices, writing contexts, and types of pedagogies explored in studies of writing self-efficacy with postsecondary students, and summarize the practical implications noted across the included studies. A total of 50 studies met eligibility criteria. All studies used quantitative methods, were conducted in English language settings, focused on undergraduate or graduate students, and included at least one writing self-efficacy measure. Across the 50 studies, the two variables most commonly appearing alongside writing self-efficacy were writing performance and writing apprehension. Many studies also assessed change in writing self-efficacy over time. Writing contexts and measures of writing self-efficacy varied across the included studies. Common practical implications noted across studies included students' tendency to overinflate their writing self-efficacy, recognition of the developmental nature of writing ability, the importance of teacher attitudes and instructional climate, the influence of feedback on writing self-efficacy, and approaches to teaching and guiding writing. Based on this review, we see several directions for future research including a need for longitudinal studies, consideration of situated approaches, identification of diversity impacts, and attention to consistent use of strong multidimensional measures of writing self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01