Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES)

Mitchell, Kim M.; McMillan, Diana E.; Lobchuk, Michelle; Nickel, Nathan; Rabbani, Rasheda; Li, Johnson

doi:10.1016/j.asw.2021.100524

Cited by 32 publications

(38 citation statements)

References 34 publications

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“…A writer cannot write a well-structured piece of writing in isolation from the surrounding environment's norms and conventions. Self-efficacy recognizes the social context that develops peoples' self-beliefs and emphasizes individual goals and motivations (Mitchell et al, 2021). Previous studies have measured writing self-efficacy and focused on writers' abilities to complete tasks delimited to the cognitive process categories of planning, composing, and revising of the writing process (Mitchell et al, 2017;Sun & Wang, 2020;Zumbrunn et al, 2020).…”

Section: Situated Academic Writing Self-efficacy (Sawse)mentioning

confidence: 99%

Influences of Critical Thinking Disposition on Situated Academic Writing Self-efficacy of EFL Students

Alsowat¹

2022

SELT

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This study investigated the influences of critical thinking disposition (CTD) on EFL undergraduates’ situated academic writing self-efficacy (SAWSE). A total of 243 Saudi students completed Yoon’s Critical Thinking Disposition (YCTD) instrument and the Situated Academic Writing Self-Efficacy Scale (SAWSES). The findings revealed that students had medium levels of CTD (M=3.26, SD=0.56) and SAWSE (M=3.20, SD=0.68). Eagerness, fairness, and objectivity scored the highest levels on CTD, whereas prudence had the lowest level. In addition, findings revealed significant differences in levels of situated academic writing self-efficacy among students who had high, medium, and low levels of critical thinking disposition. The correlations between subscales of CTD and SAWSE were all positive and statistically significant. Besides, the self-confidence subscale of CTD had the most significant impact on all three aspects of SAWSE. The study paved the way to understand how students’ situated academic writing self-efficacy changes as a result of critical thinking deposition. Implications for EFL teachers and future directions were discussed.

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Section: Situated Academic Writing Self-efficacy (Sawse)mentioning

confidence: 99%

Influences of Critical Thinking Disposition on Situated Academic Writing Self-efficacy of EFL Students

Alsowat¹

2022

SELT

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“…The data gathered for this study had the primary purpose of validating and revising items for the Situated Academic Writing Self-Efficacy Scale (Mitchell et al, 2021). The interview responses were triggered by the evolving items on the questionnaire; however, many follow-up questions were asked to clarify the stories told.…”

Section: S Tu Dy LI M Itati O N Smentioning

confidence: 99%

“…During a multiphase study where the primary goal was to validate the Situated Academic Writing Self‐Efficacy Scale (SAWSES; Mitchell et al, 2021), we interviewed 20 undergraduate nursing students in two Canadian nursing programs about their writing activities. Because the questionnaire was designed to detect the influence of writing context on writing self‐efficacy, we were aware that listening to student stories about writing could enable an examination of the systems under‐which writing is assigned.…”

Section: Introductionmentioning

confidence: 99%

Writing activities and the hidden curriculum in nursing education

et al. 2021

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Individuals who identify as writers know that writing contributes transformative benefits for learning and self-reflection; however, assessment of writing within the tight boundaries of university classrooms is often limited to scrutinizing the final written text without consideration for individual student gains in learning or confidence (Yagelski, 2011). Despite ubiquitous use of writing pedagogies, student skepticism persists about the value of writing to nursing practice. The skepticism develops as a result of theory-practice gap tensions between practice values and academic values governing curriculum development (Mitchell, 2018). In addition to what they learn in the regular nursing curricula, nursing students navigate a parallel curriculum in professional identity development (Chen, 2015). This secondary curriculum-the hidden curriculum-teaches students how "to be," act, and speak like a nurse, and how "to be," act, and speak like a university student (Vossoughi & Gutiérrez, 2016). Because it's not directly taught, the hidden curriculum is defined as, "culturally acquired unintended lessons" (Raso et al., 2019, p. 989) that inevitably impact how students respond to their learning environment. Features of the hidden curriculum include historically rooted tacit rules (Raso et al., 2019), power dynamics (Chen, 2015;White & Lowenthal, 2011), and uncritical acceptance of perceived normative practices and expectations that carry a false sense of

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“…It is disciplinary, which means interpreting persuasive writing and how knowledge should be communicated amongst disciplinary members (Hyland, 2003). Additional, the writing purpose of building the character of a writer in scientific disciplines, facilitates the preservation of disciplinary norms and values within genres, and assist society to develop and conceive of how meaning is negotiated among writers and readers (Par'e, 2014;Mitchell, 2018;in Kim M. Mitchell, 2021). Theoretically, writing is the process of discovering and a transaction with the word, whereby presently thinks, idea, feels, and perceive on paper or other media (Meyers, 2005).…”

Section: Literature Review the Nature Of Writingmentioning

confidence: 99%

An Analysis on the Students' Error in Writing Report Text at Eight Grade Students of SMP N 6 Timang Gajah

Batubara¹,

Rahila²,

Rahmadani³

2021

JAS

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This research aims to determine the students' errors in writing report text at eight grade SMP N 3 Timang Gajah students. The research was conduct using a qualitative approach with a descriptive design. The primary data source is the eighth-grade students and the teacher English at SMP N 3 Timang Gajah. The data collection instrument uses observation sheets, interview sheets, and the documentary (test) study and the researcher's data analysis using Miles and Huberman models, including data reduction, display, and verification. The percentage of grade VIII students' achievement in writing report text in the reference made is low, namely only reaching: general nouns 22.04%, at present tense 22.57%, on linking verbs 29.17% and action verbs are 26.21%. In conclusion, the students still error in writing report text at grade VIII students of SMP N 3 Timang Gajah. Therefore, they should have great motivation and interest in learning report text and get used to practicing it in everyday life.

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Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES)

Cited by 32 publications

References 34 publications

Influences of Critical Thinking Disposition on Situated Academic Writing Self-efficacy of EFL Students

Influences of Critical Thinking Disposition on Situated Academic Writing Self-efficacy of EFL Students

Writing activities and the hidden curriculum in nursing education

An Analysis on the Students' Error in Writing Report Text at Eight Grade Students of SMP N 6 Timang Gajah

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