Impacts of Self-Efficacy on Undergraduates' Perceived Task Value and Task Performance of Chinese Integrated Writing (Poster 26)

• In Event: AERA Poster Session Twelve
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

Considering that research on self-efficacy belief in integrated writing (IW) is limited, this mixed-method study investigated undergraduate students’ L1 Chinese IW self-efficacy beliefs and their impacts on perceived task value and IW performance. Exploratory factor analyses identified five sub-dimensions of the IW self-efficacy construct. Latent profile analysis categorized students into three groups based on their diverse levels of IW self-efficacy. Meanwhile, students’ IW self-efficacy levels were positively associated with their perceived IW task value, while the relationship between self-efficacy and IW performance was insignificant. Nine representative students were invited for the follow-up interviews to provide complementary information for the quantitative analysis results. Theoretical implications and pedagogical suggestions on L1 IW instruction were provided based on the findings.

Authors

• Yuan Yao, Hong Kong Polytechnic University
  Presenting Author

• Xinhua Zhu, Hong Kong Polytechnic University
  Non-Presenting Author

• Siyu Zhu, Hong Kong Polytechnic University
  Non-Presenting Author

• Yue Jiang, Hong Kong Polytechnic University
  Non-Presenting Author