Exploring Sources of Student Writing Self-Efficacy Beliefs

• In Event: 73.062 - Poster Session 17
  In Poster Session: 73.062-2 - Motivational and Cognitive Processes: Language, Literacy, Communication, and Reasoning

Abstract

The current study explored the sources of writing self-efficacy in elementary, middle, and high school students (N = 306). Quantitative data measuring students’ writing self-efficacy and qualitative data exploring the sources students attribute to their writing improvement (or lack thereof) were collected. Findings showed that students across different grade levels and levels of self-efficacy had varying perceptions of the sources of their writing improvement.

Authors

• Sharon Zumbrunn, Virginia Commonwealth University

• Marcie J. Walsh, Virginia Commonwealth University

• Andrew Baker, Virginia Commonwealth University