Relation between Self-efficacy and Creative Thinking at Writing Skill Learning

Deviana, Ade Destri; Fauzi, Asri; Rusuly, Usfiyatur

doi:10.21093/di.v19i2.1553

Cited by 3 publications

(5 citation statements)

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“…In relation to the research question, the result of the research does not support previous research that found that writing and self-efficacy are correlated (Anam & Stracke, 2020;Deviana et al, 2019;Hetthong & Teo, 2013;Rahimpour & Jahan, 2011;Singh & Rajalingam, 2012;Weda, 2018). This study did not have enough evidence to reject the null hypothesis and to prove that the alternative hypothesis is true.…”

Section: Discussioncontrasting

confidence: 88%

“…However, research in correlational study on writing self-efficacy and writing performance show a conflicting finding. Some research proposes that there is correlation between writing and self-efficacy (Anam & Stracke, 2020;Deviana et al, 2019;Hetthong & Teo, 2013;Rahimpour & Jahan, 2011;Singh & Rajalingam, 2012;Weda, 2018;Basaffar & Alzahrani, 2022), while other research shows different result (Khojasteh, Shokrpour, & Afrasiabi, 2016;Aldina, 2022). This present study is intended to investigate whether there is indeed a correlation between writing self-efficacy and writing performance.…”

Section: Introductionmentioning

confidence: 99%

“…Weda (2018) reveals that there is a moderate and positive correlation between students' self-efficacy and writing performance, and there is a moderate and positive relationship between motivation and the students' writing performance. Secondly, Deviana et al (2019) investigates a correlation between self-efficacy and creative thinking for writing skills. Their research reveals that there is a strong and positive correlation between self-efficacy and learning writing skills.…”

Section: Introductionmentioning

confidence: 99%

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The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance

Setyowati,

Sukmawan,

Karmina

et al. 2024

JOLLT

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Self-efficacy in writing is an important factor for a student-writer to accomplish a writing task. However, not all studies show that writing self-efficacy and writing achievement are positively related. The purpose of the study is to find out 1) the writing self-efficacy level of the second-year students of an English education study program in one of the private universities in Pasuruan Regency, East Java, Indonesia, and 2) the correlation between students’ writing self-efficacy and their writing performance. The research uses a correlational design. The sample of the research was fifty students of English study program from one of private universities in Pasuruan regency, Easyt Java, Indonesia. The instrument used to collect the data was the writing self-efficacy questionnaire developed by Prickel in 1994, test, Primary Trait Scoring (PTSG) rubric, and documentation of the student's essay. The questionnaire consists of 25 items about self-efficacy in writing with a five-point scale of answers. The result shows that the students’ self-efficacy level mainly falls in the moderate category (58%), while the rest fall in the high category (42%). The result of the correlation analysis shows that there is no correlation between the students’ writing self-efficacy and their writing achievement (r= -.020, n = 50, p = .892). The result implies that writing teachers should continuously foster their students' writing self-efficacy by giving them sufficient practice opportunities, offering constructive feedback, as well as providing emotional and psychological support in time of difficulties.

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Section: Discussioncontrasting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance

Setyowati,

Sukmawan,

Karmina

et al. 2024

JOLLT

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“…According to Kolb (Kolb & Kolb, 2005), there are four learning styles. These are the transforming style based on reflective observation and concrete experiences, the assimilating style based on reflective observation and abstract conceptualization, the decomposing style based on abstract conceptualization and active life, and the locating style based on active life and concrete life (Atiker et al, 2021;Bakaç, 2022;Mohiuddin, 2021;Ciancarini et al, 2020;Deviana et al, 2019;Daud et al, 2016).…”

Section: A Introductionmentioning

confidence: 99%

“…Self-efficacy could be a person's belief in his ability to resolve planned activities. Self-efficacy reflects a person's confidence in their ability to perform tasks creatively and optimistically (Deviana at al., 2019). Students with high and sufficient self-efficacy can be more comfortable and productive when faced with studies with high difficulty levels.…”

Section: A Introductionmentioning

confidence: 99%

The Relationship between Science Teacher Candidates’ Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science

Çelik

Ergin²

2022

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This study was aimed to examine the relationship between pre-service science teachers' attitudes toward the teaching profession, their learning styles, and their self-efficacy beliefs toward teaching science. The sample of the research consisted of 127 teacher candidates studying in the Science Education Department of a state university in the 2020-2021 academic year. The data collection tool in the research was the Science Teaching Self-Efficacy Belief Scale; Kolb Learning Style Inventory III and Attitude towards Teaching Profession Scale were used. The research model is the relational survey model, which is under the general survey model. In the survey method, the aim is to uncover a statement in detail. The analysis of the data was carried out with the SPSS statistical program. In the study, it was determined that pre-service science teachers generally have an assimilating learning style, and their learning styles differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude toward the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude towards the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In addition, the pre-service science teachers' self-efficacy beliefs in science teaching were at a "sufficient" level; significant differences were found in the sub-dimensions of science self-efficacy, belief in efficacy, and outcome expectation, according to gender and grade levels. In addition, a significant relationship was found between pre-service teachers' attitudes toward the teaching profession and their learning styles. There is a positive but low-level relationship between pre-service teachers' level of result expectation, which is the science self-efficacy sub-dimension, and their attitudes towards the teaching profession; No significant relationship was found between the level of efficacy belief, which is the sub-dimension of science self-efficacy, and the attitude towards the teaching profession.

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Brainstorming and Methapor Patterns in Creativity, Insya Hurr, Through Online Learning on Instagram hashtags

Deviana¹,

Mubaarokah²

2021

JIz

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Creative thinking is one of the learning objectives proclaimed by the Indonesian government. Creativity includes four aspects, namely flexibility, originality, fluency and elaboration. The purpose of this study was to describe the implementation of these two patterns in learning insya hurr with Instagram hashtags. The research method used was descriptive qualitative of 98 active students (classes A, B, C) in semester II of the Department of Arabic Language Education STIQ Amuntai South Kalimantan for the period 2019-2020. The results of the study were the implementation of learning in 4 stages, namely: (1) the stage of brainstorming on creativity criteria on flexibility and originality by generating new ideas as story titles; (2) the brainstorming stage of fluency and elaboration creativity criteria with developing ideas into stories with the help of 5W1H and pictures; (3) metaphor on connect, relate, explore, and analyze with the review process; (4) metaphor the transform and experience with the publication and appreciation process (verbal and extrinsic motivation). Students could develop ideas that are varied and different from the writings of their peers, have the confidence to publish their own work with a good sentence structure. Students got motivation, support and direction for writing improvements because the lecturer in this pattern was the motivator and reviewer without giving an assessment in the form of numbers and without rejecting student ideas (all ideas are considered to be correct with improvements). In the process of implementing learning, students couldn’t know the results of the achievements in the form of numbers.

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Relation between Self-efficacy and Creative Thinking at Writing Skill Learning

Cited by 3 publications

References 0 publications

The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance

The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance

The Relationship between Science Teacher Candidates’ Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science

Brainstorming and Methapor Patterns in Creativity, Insya Hurr, Through Online Learning on Instagram hashtags

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