Exploring the Longitudinal Development of Elementary and Middle School Writing Self-Efficacy

• In Event: Motivation in Education SIG Poster Session: The Role of Students' and Teachers' Competence Beliefs and Value Beliefs

Abstract

This longitudinal study explored the development of students’ writing self-efficacy beliefs. We followed a diverse cohort of third- through sixth-grade students (N = 1,179) over three years with six waves of data collection. Using a cohort-sequential design, we found different trajectories for the multiple factors of writing self-efficacy: ideation, self-regulation, and conventions. Whereas students’ self-efficacy for ideation and self-regulation declined over time, self-efficacy for conventions increased over time. We then explored if these trends were true for all students. Findings also showed group differences for gender, socio-economic status, and race/ethnicity. Implications for research and practice will be discussed.

Authors

• Sharon Zumbrunn, Virginia Commonwealth University

• Michael Broda, Virginia Commonwealth University

• Jennifer Darby, Chesterfield County Public Schools

• Korinthia Danielle Danielle Nicolai, Virginia Commonwealth University

• Lars-Erik Malmberg, University of Oxford