Liking Writing Scale

Bruning, Roger H.; Dempsey, Michael S.; Kauffman, Douglas F.; McKim, Courtney; Zumbrunn, Sharon

doi:10.1037/t19957-000

Cited by 11 publications

(35 citation statements)

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“…For this study, middle school students completed the Writing Habits and Beliefs Survey (WHBS), which included the Self-Efficacy for Writing Scale (SEWS) self-efficacy items. The WHBS, designed to yield information on students' writing habits and motivations, also tapped students' writing achievement goals (Kauffman et al, 2010; Zumbrunn, Bruning, Kauffman, & Hayes, 2010); implicit beliefs about writing (Bruning, Kauffman, Haines, & Zumbrunn, 2012; White & Bruning, 2005); and writing-related activities, habits, and attitudes (Zeleny & Yilmaz-Soylu, 2010: Zumbrunn, Kauffman, Hayes, & Yilmaz-Soylu, 2010). WHBS data relating to writing achievement goals, implicit beliefs, and habits extend beyond the present article's scope and are not reported here.…”

Section: Methodsmentioning

confidence: 99%

Examining dimensions of self-efficacy for writing.

Bruning

Dempsey

Kauffman

et al. 2013

Journal of Educational Psychology

Self Cite

274

349

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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.

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Section: Methodsmentioning

confidence: 99%

Examining dimensions of self-efficacy for writing.

Bruning

Dempsey

Kauffman

et al. 2013

Journal of Educational Psychology

Self Cite

274

349

View full text Add to dashboard Cite

show abstract

“…Increasing confidence in ones' abilities or self-efficacy to write in certain situations is thus regarded as an important effort to improve their writing performance (Vincent et al, 2021). Bruning et al (2013) posited three constructs of self-efficacy for writing which fall into ideation, convention, and self-regulation. The first depicts self-efficacy in terms of creating and shaping the concepts, principles, and reasoning that serve as the foundation for writing.…”

Section: Self-efficacymentioning

confidence: 99%

Students’ Profiles in the Perspectives of Academic Writing Growth Mindsets, Self-Efficacy, and Metacognition

Djatmika¹,

Prihandoko²,

Nurkamto³

2022

INT J INSTRUCTION

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It has been a consensus that growth mindsets, self-efficacy, and metacognition have played their respective roles in academic writing. However, very few previous studies have investigated the contributions of those variables all together in single studies. Thus, the present study aimed to examine the interplay among academic writing growth mindsets, self-efficacy, and metacognition concomitantly as a single study by formulating seven hypotheses. Using partial least squares structural equation modelling (PLS-SEM), this quantitative study conveniently involved 464 undergraduate students from several majors, working with undergraduate theses. They were the students from four state universities and two private universities in Central Java and Papua, Indonesia. A valid and reliable questionnaire negotiating academic writing growth mindsets, self-efficacy, and metacognition was copied into the Google form, and the links were distributed to the respondents. Results demonstrated that, in the academic writing context, positive and significant relationships were encountered between growth mindsets and ideation selfefficacy, growth mindsets and convention self-efficacy, growth mindsets and selfregulation self-efficacy, ideation self-efficacy and convention self-efficacy, ideation self-efficacy and self-regulation self-efficacy, convention self-efficacy and self-regulation self-efficacy, and self-regulation self-efficacy and metacognition. Self-regulation self-efficacy mediated the correlation between growth mindsets and metacognition. Future's studies are expected to develop a structural model of academic writing factors by incorporating the other influential variable, e.g. critical thinking skills, because it might contribute to differences in academic writing skills.

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“…Even though self-efficacy for writing has been examined mostly with K -16 students, the data from this study is consistent with prior research. Prior research has shown that participants perceived themselves to be most efficacious in conventions and least efficacious in self-regulation (i.e., Bruning et al, 2013).…”

Section: Self-efficacy For Writing Scale (Sews)mentioning

confidence: 99%

“…New General Self-Efficacy Scale (NGSES) (Chen, Gully, & Eden, 2001) Please indicate the degree to which you agree or disagree with each statement below by circling the appropriate number under each statement. Responses range from: (Bruning, Dempsey, Kauffman, McKim, & Zumbrunn, 2013) Directions: On a scale from 0 (no chance) to 100 (completely certain), please rate how confident you are that you can perform each of the writing skills below. There are no right or wrong answers.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

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Developing a Framework to Understand Teachers' Self-efficacy in the Teaching of Writing

Wierzbicki¹

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The purpose of this study was to explore the ways in which the domain specific selfefficacies manifest themselves in the teaching of writing. A teachers' sense of efficacy is a multidimensional construct and is a significant construct in how teachers' view themselves as writers and teachers of writing. This study explored how five elementary classroom teachers viewed these domain specific self-efficacies and the ways in which the various sources of efficacy influenced their self-efficacy as writers and teachers of writing. The researcher collected and analyzed domain specific self-efficacy scales and individual interviews to capture the experiences of these teachers. There was variability across and within the domain specific self-efficacy scales. The most salient source of efficacy as a writer and teacher of writing that emerged was physiological arousals.

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Liking Writing Scale

Cited by 11 publications

References 0 publications

Examining dimensions of self-efficacy for writing.

Examining dimensions of self-efficacy for writing.

Students’ Profiles in the Perspectives of Academic Writing Growth Mindsets, Self-Efficacy, and Metacognition

Developing a Framework to Understand Teachers' Self-efficacy in the Teaching of Writing

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