A Study on Correlation between Self-efficacy Perceptions and Writing Skills of Students with Turkish Ancestry and Foreign Students

The Relationship Between Writing Self-Efficacy and Writing Skill: A Meta-Analysis Study

“…Bu çalışmalardan biri Balcı'nın (2013) çalışmasıdır. Balcı (2013), Türk kökenli öğrencilerle (N=61) yabancı uyruklu öğrencilerin (N=68) yazma öz yeterlikleri ile yazma becerileri arasındaki ilişkiyi belirlemeye yönelik çalışmasında, iki farklı örneklem grubuna ait iki farklı korelasyon değeri ortaya koymuştur. Diğeri ise Prat Sala ve Redford'un (2012) çalışmalarıdır.…”

“…Yazma öz yeterliği, kişinin yazma konusunda yapabileceklerine ilişkin yargılarıdır. Bu bağlamda yazma öz yeterliği ile yazma becerisi arasındaki ilişkiyi farklı biçimlerde ortaya koyan pek çok çalışma (Balcı, 2013;Graham, Kiuhara, Harris ve Fishman, 2017;Lavelle, 2006;Pajares ve Johnson, 1994;Pajares ve Valiante, 2001;Pajares, Johnson ve Usher, 2007;Pajares, Miller ve Johnson, 1999;Shell, Murphy ve Bruning, 1989;Zimmerman ve Bandura, 1994) yapılmıştır. Buna göre öğrencilerin yazma öz yeterlikleri arttıkça yazma stratejilerini kullanma davranışları da artmakta (Graham vd., 2017), ayrıca yazma öz yeterliği yüksek olan öğrenciler, yazma sürecinde ve sonrasında yeterli çaba (Pajares ve Valiante, 1999) ve daha uzun metinler üretme eğilimi göstermektedirler (Graham vd., 2017).…”

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“…The research studies in self-efficacy area has confirmed that there are two major types of self-efficacy, namely; (1) generalized self-efficacy, the belief that one could be successful on a non-specific, global task, and (2) specific self-efficacy, the belief that one can complete a task-specific behavior from a domainspecific construct (Bandura, 1997;Green, 2003;Troia, Shankland, & Wolbers, 2012). In academic setting, especially English language teaching, there are domains in which self-efficacy is operationalized specifically, such as reading (Chou, 2017;Solheim, 2011;Taboada Barber et al, 2015;Walker, 2003), listening (Smith, Kathleen Pichora-Fuller, Watts, & La More, 2011), speaking (Bolívar-Cruz, Verano-Tacoronte, & Galván-Sánchez, 2018, and writing (Balci, 2013;Callinan et al, 2018;Ekholm et al, 2015;Huerta et al, 2017;Lichtinger, 2018;Matoti & Shumba, 2012;Prat-Sala & Redford, 2012;Villalón et al, 2015). Among those domains of self-efficacy in ELT, writing self-efficacy is an interesting and developing area for both self-efficacy and writing researches.…”

“…Studies in the area of writing has dealt with the relationships between students' self-efficacy in writing and students' writing quality (Balci, 2013;Callinan, van der Zee, & Wilson, 2018;Ekholm, Zumbrunn, & Conklin, 2015;Huerta, Goodson, Beigi, & Chlup, 2017;Lichtinger, 2018;Limpo & Alves, 2017;Prat-Sala & Redford, 2012;Villalón, Mateos, & Cuevas, 2015). , by using Self-Efficacy for Writing Scale (SEWS), investigated the relationships among the dimensions of SEWS and students' writing performance, and found that: (a) all dimensions of writing self-efficacy (ideation, convention, and self-regulation) showed moderate positive correlations with self-reported writing performance, (b) ideation and self-regulation self-efficacy in writing have a significantly strong relationship with students' positive attitude in writing more than convention, and (c) conventions self-efficacy has a significantly strong relationship with students' writing performance more than ideation and self-regulation.…”

The Predicting Power of Self-Efficacy on Students’ Argumentative Writing Quality

“…Studies in the area of writing has dealt with the relationships between students' self-efficacy in writing and students' writing quality (Balci, 2013;Bruning, Dempsey, Kauffman, McKim, & Zumbrunn, 2013;Callinan, van der Zee, & Wilson, 2018;Ekholm, Zumbrunn, & Conklin, 2015;Huerta, Goodson, Beigi, & Chlup, 2017;Lichtinger, 2018;Limpo & Alves, 2017;Prat-Sala & Redford, 2012;Villalón, Mateos, & Cuevas, 2015). Bruning et al (2013), by using Self-Efficacy for Writing Scale (SEWS), investigated the Literature Review…”