Gender differences in writing self-beliefs of elementary school students.

Pajares, Frank; Miller, M. David; Johnson, Margaret

doi:10.1037/0022-0663.91.1.50

Cited by 218 publications

(166 citation statements)

References 50 publications

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“…Pajares and Johnson (1996), for example, indicate that writing self-efficacy has a direct link to high school students" achievement as measured by their writing-essay performance. These results are also confirmed in later studies of students in other grades, (Pajares & Valient, 1997;Pajares, Miller & Johnson, 1999). It is noticeable however, that although there is a considerable body of literature on L1 writing self-efficacy, little is evident in the field of L2 writing.…”

Section: Self-efficacy and L2 Writingsupporting

confidence: 74%

Investigating L2 Learners’ Writing Self-efficacy as a Complex Dynamic System

Almutlaq¹,

Etherington²

2018

IJELE

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There has been a growing interest in SLA in studying second language (L2) writing development and change from a complex perspective, taking into consideration the full combination of learning processes, learners and contexts of learning. Thus, the research reported here applies a Dynamic Systems Theory (DST) approach to investigate L2 writers" sense of self-efficacy. Although self-efficacy is usually viewed as task-specific, and therefore measured in relation to specific situations, such an approach tends to lead to the production of cross-sectional research looking at one time and one context only. This study moves instead to consider L2 writing self-efficacy as a complex dynamic system that evolves in response to the environment as well as internal re-organisation. Changes in L2 learners" writing self-efficacy were traced over a six-week period through the use of writing self-efficacy questionnaires and introspective journals. Results suggest that L2 writing self-efficacy is best perceived as a dynamic, rather than a fixed, construct, and as complex rather than one-dimensional. Students" perception of their abilities to write is changeable, decentralised, open to influences from the environment and from other external factors, displays non-linear development and tends to settle down in attractor states.

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Section: Self-efficacy and L2 Writingsupporting

confidence: 74%

Investigating L2 Learners’ Writing Self-efficacy as a Complex Dynamic System

Almutlaq¹,

Etherington²

2018

IJELE

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“…What is surprising, however, is the fact that buoyancy related positively with one's superficial and automated learning. Emotional and physiological states (e.g., a heightened state of anxiety), consistent with the work of Bandura (1997) and existing studies [56][57][58], reflect positively with one's inclination towards habitual action and automated learning. Students who express high emotional and physiological states (e.g., anxiety) would tend to exhibit more preference towards superficial learning and study habits and behaviors that reflect a sense of work-avoidant and non-serious practices.…”

Section: The Potency Of Antecedents: What Do They Dosupporting

confidence: 70%

“…A heightened state of anxiety, for example, is related to one's inefficacy beliefs for learning and self-regulation. This line of evidence, as shown in the work of Pajares and colleagues [56][57][58], is significant, theoretically, and may extend to the outcome of academic engagement and disengagement. Students who have a high state of anxiety and/or exhibit other affective responses would more likely feel disengaged from classroom learning and schooling, altogether.…”

Section: The Emphasis On Academic Engagement and Achievement Outcomementioning

confidence: 65%

An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach

Phan¹

2014

EDU

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Abstract:The present study details a theoretical-conceptual model, scoping the interrelations between antecedents (academic buoyancy, emotional and physiological states, task value), cognitive processes (habitual action, critical reflection), and adaptive outcomes (academic engagement, academic achievement) in the context of educational psychology. 294 (151 men, 143 women) first-year university students participated in this study. Likert-scale inventories were administered to students and used to elicit relevant data; for example, we used the Academic Buoyancy Scale [1, 2], and the Task value subscale of the Motivated Strategies for Learning Questionnaire (MSLQ) [3]. Academic achievement was collated from students' overall marks in the unit educational psychology. Structural equation modeling (SEM) analyses supported, in part, the conceptual model with some statistical significant paths. In general, on the basis of the findings yielded, there are significant implications for research development and educational practices.

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“…Mathematical self-efficacy may be expressed as an important factor on mathematical performance. In their studies, Pahlavan Sadegh (3), Nasr Isfahani (4), Kabiri (5), Pajares et al (6), Pirhosseinloo (7) and Wilkins et al, (8) reported direct and indirect effect of mathematical selfefficacy on mathematical achievement. Mathematical self-efficacy could be defined as evaluation of individuals' confidence in their abilities to successful performance or completion of duty or solving a certain mathematical problem (9,10).…”

Section: Introductionmentioning

confidence: 99%

The Comparative Analysis of Mathematical Achievement, Self-Efficacy, and Self-Concept Based on the Perceived Classroom Climate Among Male and Female Students

Saki¹,

Fallah²,

Mahmoodabadi³

et al. 2014

Int J School Health

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Background:Mathematics is one of the essential and effective subjects that dominate students' educational performance and occupational future. Objectives: The current study aimed to comparatively analyze the mathematical achievement, self-efficacy, and self-concept based on the perceived classroom climate among the male and female students. Patients and Methods:The study included 400 students (222 males and 178 females) as respondents from the third grade high school selected by cluster sampling technique considering educational regions, high schools, classrooms, and students. The participants answered the questions derived from three questionnaires, the so called WIHIC, mathematical self-efficacy, and mathematical self-concept description. Results:The results of route analysis indicated that mathematical self-efficacy rate was 8% and 7% among male and female students, respectively. The variance of mathematical self-concept based on the expressed perceived classroom climate was higher in female than male students (32% versus 26%). However, based on the internal variables in this model, the mathematics score was found to be higher among male than in female pupils (27% versus 13%). Conclusions:The findings of the route analysis showed that these differences are adjustable by variables such as mathematical selfefficacy.

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Gender differences in writing self-beliefs of elementary school students.

Cited by 218 publications

References 50 publications

Investigating L2 Learners’ Writing Self-efficacy as a Complex Dynamic System

Investigating L2 Learners’ Writing Self-efficacy as a Complex Dynamic System

An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach

The Comparative Analysis of Mathematical Achievement, Self-Efficacy, and Self-Concept Based on the Perceived Classroom Climate Among Male and Female Students

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