Writing Feedback Perceptions, Self-Efficacy Beliefs, and Self-Regulation Aptitude in the College Classroom

• In Event: Roundtable Session 129
  In Roundtable Session: Writing

Abstract

This study tested the predictive and mediational roles of college students' (N=186) writing feedback perceptions and writing self-efficacy beliefs on writing self-regulation aptitude. The model converged as hypothesized with all paths being significant and in the predicted direction. Results showed that writing self-efficacy beliefs mediated the effects of writing feedback perceptions on students' writing self-regulation aptitude. These findings suggest that writing feedback perceptions and self-efficacy beliefs are positive predictors of writing self-regulation for college students.

Authors

• Sharon Zumbrunn, Virginia Commonwealth University

• Joseph Tadlock, Virginia Commonwealth University

• Yvette Moorehead Carter, Virginia Commonwealth University

• Lacey Herlich, Virginia Commonwealth University

• Stephanie Hooks, Virginia Commonwealth University