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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1006609 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining Dimensions of Self-Efficacy for Writing – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bruning%2C+Roger%22">Bruning, Roger</searchLink><br /><searchLink fieldCode="AR" term="%22Dempsey%2C+Michael%22">Dempsey, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Kauffman%2C+Douglas+F%2E%22">Kauffman, Douglas F.</searchLink><br /><searchLink fieldCode="AR" term="%22McKim%2C+Courtney%22">McKim, Courtney</searchLink><br /><searchLink fieldCode="AR" term="%22Zumbrunn%2C+Sharon%22">Zumbrunn, Sharon</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. Feb 2013 105(1):25-38. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2013 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Conferences+%28Gatherings%29%22">Conferences (Gatherings)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Goodness+of+Fit%22">Goodness of Fit</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1037/a0029692 – Name: ISSN Label: ISSN Group: ISSN Data: 0022-0663 – Name: Abstract Label: Abstract Group: Ab Data: 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.) – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 75 – Name: DateEntry Label: Entry Date Group: Date Data: 2013 – Name: AN Label: Accession Number Group: ID Data: EJ1006609 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1006609 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1037/a0029692 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 25 Subjects: – SubjectFull: Factor Analysis Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Conferences (Gatherings) Type: general – SubjectFull: Writing (Composition) Type: general – SubjectFull: Middle School Students Type: general – SubjectFull: Models Type: general – SubjectFull: High School Students Type: general – SubjectFull: Goodness of Fit Type: general – SubjectFull: Scores Type: general – SubjectFull: Writing Skills Type: general Titles: – TitleFull: Examining Dimensions of Self-Efficacy for Writing Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bruning, Roger – PersonEntity: Name: NameFull: Dempsey, Michael – PersonEntity: Name: NameFull: Kauffman, Douglas F. – PersonEntity: Name: NameFull: McKim, Courtney – PersonEntity: Name: NameFull: Zumbrunn, Sharon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 0022-0663 Numbering: – Type: volume Value: 105 – Type: issue Value: 1 Titles: – TitleFull: Journal of Educational Psychology Type: main |
| ResultId | 1 |
