Examining dimensions of self-efficacy for writing.

Abstract

A multifactor perspective on writing self-efficacy was examined in 2 studies. Three factors were proposed—self-efficacy for writing ideation, writing conventions, and writing self-regulation—and a scale constructed to reflect these factors. In Study 1, middle school students (N = 697) completed the Self-Efficacy for Writing Scale (SEWS), along with associated measures. Confirmatory factor analysis (CFA) showed SEWS data fit the proposed 3-factor model well. In Study 2, a second CFA of data from 563 students from 2 high schools likewise showed good model fit. Scores based on the 3 writing self-efficacy factors were examined in relation to students' liking writing, self-reported writing grades, and statewide writing assessment (SWA) scores. Results showed writing ideation and self-regulation self-efficacy to be significantly more strongly related to liking writing than conventions self-efficacy but less related than conventions self-efficacy to SWA scores. All 3 writing self-efficacy dimensions showed moderate positive correlations with self-reported writing performance. Further analyses showed higher levels for all 3 dimensions of writing self-efficacy for students in more advanced English/language arts classes. Overall, results from the studies were interpreted as supporting multifactor models of writing self-efficacy and the utility of closer ties between self-efficacy measures and domains being assessed.

Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan

“…Future studies could consider modifying the RWSI to include other dimensions of writing self-efficacy, such as self-regulatory skills. Self-efficacy for writing self-regulation pertains to one's perceived confidence in planning, writing time management, and revision (Bruning et al, 2013). Such self-regulatory skills may be also essential for accomplishing graduate-level writing tasks and is worth further investigation.…”

“…Following Pajares and Valiante's (2006) suggestion, we developed a 23-item self-efficacy scale with reference to previous studies (Bruning et al, 2013;Jacobs, Opdenacker, & Van Waes, 2005;Kim, 1996;Pajares, 2007;Sanders-Reio et al, 2014;Woodrow, 2011) to investigate the participants' self-efficacy beliefs regarding research writing. The items were rated on a five-point Likert type scale, ranging from 1 to 5.…”

Spanish version of “Self-Efficacy for Writing Scale” (SEWS)

“…Although research efforts on this topic are remarkable, Bruning et al (2013) claim that is necessary a theoretical model to guide further research. That is, writing is a complex process that can be divided into dimensions, and people may have different efficacy beliefs for each of these dimensions.…”

“…The present paper is focused on self-efficacy for writing on the educational setting, translating the scale developed by Bruning, Dempsey, Kauffman, McKim, and Zumbrunn (2013) into Spanish and assessing its functioning on a sample of University students. Additionally, we also want to investigate potentially differences in self-efficacy regarding sex.…”

“…The present study is focused on measuring the writing self-efficacy. Specifically, we translated into Spanish the "SelfEfficacy for Writing Scale" (SEWS; Bruning, Dempsey, Kauffman, McKim, & Zumbrunn, 2013) and assessed its psychometric properties on a sample of university students. Five hundred and twelve students (78% women, 22% men) from three different Spanish universities participated in our study.…”