Examining the multidimensional role of self‐efficacy for writing on student writing self‐regulation and grades in elementary and high school

Abstract

BackgroundThe 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.AimsThis 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.SampleParticipants were 992 elementary and 518 high school students across 65 teachers and 6 schools in the United States.MethodsData 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.ResultsConfirmatory 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 (β = .33, p < .001) as well as for high school students (β = .27, p < .01). Conventions were also the only factor statistically significantly related to teacher‐reported student writing self‐regulation for both elementary students (β = .26, p < .01) and high school students (β = .37, p < .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 > .19).ConclusionsResults 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.

Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach

“…It is, therefore, a fundamental psychological resource for exercising control over events in one's life (Wood and Bandura, 1989). In fact, self-efficacy is considered a powerful motivational, cognitive, and affective determinant of student behavior, with significant influence on their involvement, effort, persistence, self-regulation, and achievement (Schunk and Pajares, 2010;Honicke and Broadbent, 2016;Ritchie, 2016;Zumbrunn et al, 2019). These characteristics make self-efficacy an important variable in controlling stress (Bandura et al, 2003;Sahin and Çetin, 2017;Lanin et al, 2019), and it is a protection factor against the impact of day-to-day stressors at university (Freire et al, 2019;Schönfeld et al, 2019).…”

Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback

“…While scrutinizing L2 learners' writing self-efficacy, Teng et al (2018) designed the Second Language Writing Self-efficacy Scale. The positive relationship between writing selfefficacy and writing performance has been confirmed in some empirical research (Bruning et al, 2013;Daniels et al, 2019;Pajares & Valiante, 1999;Teng et al, 2018;Zimmerman & Bandura, 1994;Zumbrunn et al, 2019). Other research focuses on corroborating the positive relationship between self-efficacy and learner engagement (Caraway et al, 2003;Lindsey, 2017;Linnenbrink & Pintrich, 2003;Price et al, 2011;Quweneel et al, 2013;Putarek & Pavlin-Bernardić, 2020).…”

Impact of Perceived Academic Stress and Depression on Self Efficacy Beliefs among University Students during Online Learning in Peninsula, Malaysia

“…In recent times, researchers have considered self-efficacy an influential motivational, affective, and cognitive determinant of student behavior, including being a significant influence on their efforts, persistence, self-regulation, and achievements (Honicke & Broadbent, 2016;Zumbrunn et al, 2019). Furthermore, the recent challenges posed by the ongoing pandemic situation have called for greater attention in helping students to foster their self-efficacy beliefs due to its significance in controlling stress (Sahin & Çetin, 2017;Lanin et al, 2019…”