Increasing Self-Efficacy in Academic Writing for Doctoral Students

• In Event: Self-Efficacy

Abstract

This study investigated self-efficacy for doctoral students in an online writing for publication course at a university in the southwest United States. The theoretical framework of self-efficacy by Bandura with three tenets: enactive mastery experience, vicarious experience, and verbal persuasion guided the study. Participants were eight doctoral students, two research assistants, and one professor. At the conclusion of the course, students’ self-efficacy in academic writing for publication in peer-reviewed journals showed substantive increase. We argue that this model of online course is worth consideration when designing writing for publication courses.

Authors

• Men T Nguyen, Texas Tech University

• Faith Maina, Texas Tech University

• Loi Quoc Le, Texas Tech University