Self-Efficacy for Writing Scale

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

doi:10.1037/t19869-000

Cited by 10 publications

(16 citation statements)

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“…Research across multiple academic areas has found that self-efficacy predicts engagement, persistence, and achievement (Bandura, 1997;Pajares, 1996). In writing, research has generally found that self-efficacy predicts writing performance even after controlling for prior performance (Bruning & Kauffman, 2016;Pajares & Valiante, 2006). Some studies have found separate factors for self-efficacy for content/organization and conventions (Bruning & Kauffman, 2016), and two studies have found those two factors plus self-efficacy for self-regulation (Bruning et al, 2013;Traga Philippakos et al, 2023).…”

Section: Motivationmentioning

confidence: 99%

The challenges of writing from sources in college developmental courses: Self-regulated strategy instruction.

MacArthur¹,

Philippakos²,

May³

et al. 2023

Journal of Educational Psychology

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The purpose of this study was to evaluate the efficacy of a curriculum based on self-regulated strategy instruction in college developmental writing courses. Prior research that had found large effects on the writing quality for essays without sources was extended to include strategies for critical reading and note-taking, writing summary response papers, and integrating source information into argumentative essays. This randomized control trial included 23 instructors from two community colleges and 187 students. Outcome measures included quality of argumentative writing with sources, a summary scored for inclusion of main ideas and overall quality, a motivation questionnaire, a writing test from the National Assessment of Educational Progress (NAEP), Accuplacer Reading, and observations and interviews. Using hierarchical linear modeling, positive effects were found on all primary outcomes: quality of argumentative writing with sources (p , .01; ES = +.53), and on the quality (p , .05; ES = +.30) and inclusion of main ideas (p , .05; ES = +.31) on the summary. No detectable effects were found on secondary outcomes: the NAEP test, reading, or motivation. Educational Impact and Implications StatementThis study is the first experimental study of instruction in writing using sources in college developmental courses. Students learned strategies for critical reading and note-taking, writing summary response papers, and integrating source information into argumentative essays. The study found positive effects on written summaries and on the quality of essays with sources. The results are important for college administrators and instructors looking for evidence-based practices.

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Section: Motivationmentioning

confidence: 99%

The challenges of writing from sources in college developmental courses: Self-regulated strategy instruction.

MacArthur¹,

Philippakos²,

May³

et al. 2023

Journal of Educational Psychology

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show abstract

“…Do ponto de vista comportamental, a percepção de autoeficácia tem expressão não só na quantidade e qualidade do envolvimento na tarefa ou na perseverança, como nos próprios comportamentos de aproximação ou de evitamento ou ao nível dos padrões de pensamento e das reações emocionais. As crenças de eficácia pessoal, a par dos objetivos, têm integrado a investigação sobre a escrita, com resultados bastante consistentes e indicadores da importância destas variáveis motivacionais no desempenho neste contexto em específico (Bruning & Kauffman, 2015;Limpo & Alves, 2014.…”

Section: A Auto-eficáciaunclassified

Engagement de los alumnos en la escuela: Perspectivas sociales y psicológicas

2023

Colección Jornadas Y Congresos

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“…One affective variable related to writing which might strongly influence students' writing performance is believed to be their writing motivation (Bruning & Kauffman, 2016). Writing motivation refers to students' amount of effort and desire invested to improve their writing performance (Waller & Papi, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

A preliminary study on flipping an English as a foreign language collaborative writing course with video clips: Its impact on writing skills and writing motivation

Fathi

Rahimi

Liu

2022

Computer Assisted Learning

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Background Although conventional writing procedures are still the dominant instructional procedures in English as a foreign language (EFL) contexts, instructors are still struggling with time limitations to improve EFL students writing skills properly. Additionally, EFL students are not engaged in the writing process since they lack the required information about the writing tasks. Objectives The present study, therefore, applied a sequential explanatory mixed‐methods approach to explore the impact of a flipped writing classroom on EFL students' writing skills (i.e. writing content, writing organization, and language use) and writing motivation on the one hand and possibly recommend a better instructional procedure for students' writing skills and writing motivation in EFL context on the other hand. Methods To this aim, two intact classes were selected as the participants of the study. The two classes were randomly assigned to a flipped classroom with 27 EFL students and a non‐flipped classroom with 24 EFL students. The non‐flipped classroom was instructed through conventional writing instruction over 16 sessions whereas the flipped classroom was taught with the same content in a flipped writing mode in 10 sessions. Two timed writing tasks, a writing motivation scale, and an individual semi‐structured interview were used to gather the required data. Results and Conclusions The findings indicated that the flipped writing classroom outperformed the non‐flipped writing classroom in improving the EFL students' writing performance, writing organization, language use, and writing motivation; however, no significant differences were found between the two groups' writing content. Moreover, the data analysis from the individual semi‐structured interview indicated that the flipped students had positive attitudes and perceptions towards the flipped writing classroom which further supported the quantitative findings. Implications Practical implications for collaborative writing instruction using video clips and other electronic materials are suggested.

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Self-Efficacy for Writing Scale

Cited by 10 publications

References 0 publications

The challenges of writing from sources in college developmental courses: Self-regulated strategy instruction.

The challenges of writing from sources in college developmental courses: Self-regulated strategy instruction.

Engagement de los alumnos en la escuela: Perspectivas sociales y psicológicas

A preliminary study on flipping an English as a foreign language collaborative writing course with video clips: Its impact on writing skills and writing motivation

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