Understanding Profiles of Writing Self-Efficacy Through Mixed-Methods Analyses

• In Event: Poster Session 17
  In Poster Session: Students' Engagement and Motivation

Abstract

In this mixed-methods study we examined students’ writing self-efficacy beliefs by joining a latent profile analysis of quantitative data with qualitative open ended responses from a sample of secondary students (N = 544).  Three profiles formed representing high, low, and extremely low levels of self-efficacy, whereby the low and extremely low profiles differentiated by their assessment of writing mechanics.  Qualitative profile responses indicated markedly different attributions of writing success that were further thematically differentiated by the four sources of self-efficacy.  Combined findings suggest students’ efficacy beliefs of writing are sourced from many different areas, but primarily from mastery sources and that such beliefs are reinforced differently among students with varying levels of writing self-efficacy.

Authors

• Morgan DeBusk-Lane, Virginia Commonwealth University

• Ashlee Morgan Lester, Virginia Commonwealth University

• Sharon Zumbrunn, Virginia Commonwealth University

• Philip Gnilka, DePaul University