Examining Dimensions of Self-Efficacy for Writing
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| Title: | Examining Dimensions of Self-Efficacy for Writing |
|---|---|
| Language: | English |
| Authors: | Bruning, Roger, Dempsey, Michael, Kauffman, Douglas F., McKim, Courtney, Zumbrunn, Sharon |
| Source: | Journal of Educational Psychology. Feb 2013 105(1):25-38. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Middle Schools |
| Descriptors: | Factor Analysis, Self Efficacy, Student Attitudes, Conferences (Gatherings), Writing (Composition), Middle School Students, Models, High School Students, Goodness of Fit, Scores, Writing Skills |
| DOI: | 10.1037/a0029692 |
| ISSN: | 0022-0663 |
| Abstract: | 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. (Contains 4 tables and 1 footnote.) |
| Abstractor: | As Provided |
| Number of References: | 75 |
| Entry Date: | 2013 |
| Accession Number: | EJ1006609 |
| Database: | ERIC |
| Abstract: | 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. (Contains 4 tables and 1 footnote.) |
|---|---|
| ISSN: | 0022-0663 |
| DOI: | 10.1037/a0029692 |
