Help Seeking and Writing Performance among College Students: A Longitudinal Study

Williams, J. D.; Takaku, Seiji

doi:10.17239/jowr-2011.03.01.1

Cited by 69 publications

(68 citation statements)

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“…Paradoxically, the second term online group ultimately achieved the lowest average final percent grades in the course indicating there may have been a mismatch between their self‐reported WSE and their writing ability. An overinflated sense of self‐efficacy in relation to grades, in some students, has also been observed by other authors (Williams & Takaku, ). The second term online students may have found themselves weaker in self‐regulatory skills to independently stay on pace with course materials (e.g.…”

Section: Discussionsupporting

confidence: 82%

Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment

2017

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AimTo explore if writing self‐efficacy improved among first‐year nursing students in the context of discipline‐specific writing. The relationship between writing self‐efficacy, anxiety and student grades are also explored with respect to various learner characteristics such as postsecondary experience, writing history, English as a second language status and online versus classroom instruction.DesignA one group quasi‐experimental study with a time control period.MethodData was collected over the 2013–2014 academic year at orientation, start of writing course and end of writing course.Results Writing self‐efficacy improved from pre‐ to post writing course but remained stable during the time control period. Anxiety was negatively related to writing self‐efficacy but remained stable across the study period. Inexperienced students and students with less writing experience, appeared to over‐inflate their self‐assessed writing self‐efficacy early in the programme. This study gives promising evidence that online and classroom delivery of instruction are both feasible for introducing discipline specific writing.

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Section: Discussionsupporting

confidence: 82%

Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment

2017

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“…This has been driven from Wallace's (1992) view who "wished to make it clear that a range of interpretations were acceptable but that they would need to be argued through and defended against rival interpretations of the group" (p.70). Consequently, this attitude might improve the self-efficacy of the participants and positively influence their writing performance (Williams & Takaku, 2011;Hashemnejad, Zoghi, & Amini, 2014 Finally, the overall feelings of the participants about the course and their learning was sought. Mostly, they found the course motivating compared to other writing class experiences.…”

Section: Findings and Discussionmentioning

confidence: 99%

EFL Learners’ Attitudes toward Writing Instruction Based on Critical Language Awareness

Tahriri

Shabani

Zokaei

2016

TPLS

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Abstract-The present study sought to investigate the attitudes of upper-intermediate EFL female learners toward writing instruction based on critical language awareness (CLA). Sixteen participants were selected based on their performance on a quick placement test (QPT) and a writing task. Three instruments namely, QPT, a researchers made opinionnaire and semi-structured interview were used to elicit the data. The findings of the opinionnaire and semi-structured interview revealed an overall positive attitude toward CLA-based writing class. This study might be of help to writing teachers, and textbook and syllabus designer in that they can bring critical language awareness into consideration in EFL context.

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“…Researchers have mostly found support for the consistency hypothesis, reporting that a high self-efficacy was related to a low use of help (Butler, 1998;Nelson-LeGall, 1985;Nelson-LeGall, DeCooke, & Jones, 1989;NelsonLeGall & Jones, 1990;Nelson-LeGall, Kratzer, Jones, & DeCooke, 1990;Puustinen & Winnykamen, 1998;Williams & Takaku, 2011). Furthermore, Puustinen and Winnykamen (1998) found that children with low self-efficacy asked more instrumental questions than executive ones.…”

Section: Self-perceptions and Help-seeking Behaviormentioning

confidence: 99%

Motivation to seek help and help efficiency in students who failed in an initial task

Huet

Moták

Sakdavong

2016

Computers in Human Behavior

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In the present study, we investigated whether help-seeking behaviors differ in their respective links to motivational variables such as achievement goals, help-seeking perceptions and selfefficacy. Eighty-two students who had failed to solve an initial word-processing task were invited -but not forced -to choose help before engaging in a comprehension task. While 19 of them did not seek help of any kind, 63 students opted for help. Taken together, our results suggest that i) those who refused to seek help did not differ from those who agreed to seek help on either motivational variables (except for self-efficacy), but ii) those who succeed on the comprehension task after using help were those who showed higher self-efficacy. The implications of these results for future research on the help-seeking process in interactive learning environments are discussed.

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Help Seeking and Writing Performance among College Students: A Longitudinal Study

Cited by 69 publications

References 0 publications

Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment

Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment

EFL Learners’ Attitudes toward Writing Instruction Based on Critical Language Awareness

Motivation to seek help and help efficiency in students who failed in an initial task

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