Self-Efficacy and Writing: A Different View of Self-Evaluation

McCarthy, Paul; Meier, Scott T.; Rinderer, Regina

doi:10.2307/357865

Cited by 143 publications

(116 citation statements)

References 6 publications

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“…They then adapted the writing self-efficacy scale to study the fourth, seventh, and tenth graders and found that students' writing self-efficacy predicted their reading and writing achievement operationalized as mechanical skill and essay writing (Shell et al, 1995). Similar findings have been reported in other studies of writing self-efficacy and writing achievement (McCarthy, Meier, & Rinderer, 1985;Pajares & Johnson, 1996;Pajares & Valiante, 1997. Given the positive impact that writing self-efficacy has on writing achievement stated in the literature, this study used a self-efficacy scale that specifically measures students' confidence in their ability to write English paragraphs (see items in Appendix A).…”

Section: Goal Orientationsupporting

confidence: 65%

Asian-Focused ELT Research and Practice Voices from the Far Edge

Kimura¹,

Middlecamp²

2017

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Section: Goal Orientationsupporting

confidence: 65%

Asian-Focused ELT Research and Practice Voices from the Far Edge

Kimura¹,

Middlecamp²

2017

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“…One of the research foci of these studies is writing self-efficacy and its ties to several writing-related variables, such as use of writing strategies, writing anxiety, and writing performance (Erkan & Saban, 2011;Sanders-Reio et al, 2014). Previous studies have shown that students with high writing self-efficacy tend to write better and have lower writing anxiety than those with low writing self-efficacy (McCarthy, Meier, & Rinderer, 1985;Pajares & Valiante, 2006). More recently, writing self-efficacy has also been found to be a more significant predictor of students' writing performance than writing anxiety (Sander-Reio et al, 2014;Woodrow, 2011).…”

Section: Research On Writing Self-efficacymentioning

confidence: 99%

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

Ho¹

2015

HES

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This study investigates research writing anxiety and self-efficacy beliefs among English-as-a-Foreign-Language (EFL) graduate students in engineering-related fields. The relationship between the two writing affective constructs was examined and students' perspectives on research writing anxiety were also explored. A total of 218 survey responses from engineering graduate students at Taiwanese universities were analyzed, along with qualitative data from open-ended questions and semi-structured interviews. The findings show that while master's and doctoral students felt a similar moderate level of writing anxiety, senior doctoral students were more self-efficacious about writing research papers in English than their junior counterparts. Overall, students with higher writing self-efficacy felt less apprehensive. Additionally, among the individual variables, experience in writing for publication better predicted writing anxiety and self-efficacy than students' self-reported English proficiency and the number of writing courses taken. The qualitative findings indicated various sources of graduate-level writing anxiety, including insufficient writing skills in English, time constraints, and fear of negative comments. Furthermore, composing different sections of a research paper provoked different levels of anxiety due to the variations in the rhetorical purposes and discourse structures of particular sections. Implications on dealing with research writing anxiety are also discussed.

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“…Consequently, there is lack of research which has thoroughly and scientifically delved into the developmental or achievement-level differences in children's beliefs about writing to date. According to the survey of some studies, the beliefs of adult and skilled participants are less strongly associated with achievement for writing (McCarthy et al, 1985;Shell et al, 1989); however, how this difference in the strength of the relation for writing develops and whether this difference also occurs for persons at other achievement levels presently are not known.…”

Section: Developmental Stages Of Self-efficacymentioning

confidence: 99%

Students’ educational level and their goal choices, self-efficacy, motivation, and writing performance

Fatemi¹,

Vahidnia²

2013

IJRSE

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This study sought to survey the potential effect of Iranian EFL learners' educational level on their motivation, self-efficacy, choice of goals, and writing achievement. To conduct such a research, a group of 93 university students (MA = 38, BA = 55) took part. The study was implemented in two levels. At level one, students' goal choice was surveyed by presenting them three levels (A, B, and C) as their goals for writing in which they had the choice to select one of these levels as their choice and model. The second level was based on three questionnaires gathered from the same students prior to writing examination. The findings of the study revealed that MA learners exhibited higher level of English and General self-efficacy and motivation. In addition, MAs surpassed BAs in writing scores and selected the most challenging goal as compared to BAs who preferred to pick the easy goal.

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Self-Efficacy and Writing: A Different View of Self-Evaluation

Cited by 143 publications

References 6 publications

Asian-Focused ELT Research and Practice Voices from the Far Edge

Asian-Focused ELT Research and Practice Voices from the Far Edge

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

Students’ educational level and their goal choices, self-efficacy, motivation, and writing performance

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