Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers

Abstract

It is notable to note here that self-efficacy needs to be ingrained strongly within graduate students to show a higher enthusiasm, efforts, and persistence in accomplishing various demanding academic writing projects. Tangibly, there are still many graduate students who lack motivation and confidence when doing academic writings. As a result, their attitudes toward writing turn into negative actions crippling their self-efficacy. This study aimed to investigate graduate students’ perceived self-efficacy in academic writings. One research problem was formulated in this study namely, how do English Education Master Students maintain their self-efficacy to accomplish their academic writings? This study employed a mixed-method harnessing classroom survey and interview questions to gather data from English Education Master Students engaging in academic writings, Sanata Dharma University, Yogyakarta. Findings from this study revealed that graduate students are able to produce more qualified academic writing products when they are motivated continuously by their lecturer. Keywords: self-efficacy, perceptions, academic writings, graduate students, mixed method

Confronting the difficult challenges of academic reading of Indonesian graduate students through the lens of self-efficacy and metacognitive strategies

“…First, the correlation of self-efficacy and the Metacognitive Reading Strategies Questionnaire was adapted from Bagci and Unveren (2020) comprising six main questions. Second, the self-efficacy questionnaire was adopted from Wijaya and Mbato (2020), but it was modified from writing to reading, including four items for intrinsic aspects and three items for extrinsic aspects which sustained self-efficacy levels. Third, a metacognitive reading strategies questionnaire was adopted from Mbato (2013), including two items for planning, three items for monitoring, and two items for evaluating strategies.…”

English Education Master Students’ Perceptions on Developing Critical Thinking Skills in Academic Writing

“…In the last study, Wijaya and Mbato (2020) also advised EFL teachers in this archipelago to constantly establish, maintain, and reinforce learners' self-motivation in academic writing activities to progressively improve their academic writing along with critical thinking skills. Regardless of the aforesaid research results, this present small-scale qualitative study aimed to further investigate English Education Master Students' perceptions on developing critical thinking skills in academic writing activities.…”

Investigating Indonesian Efl Teachers’ Perceptions on Their Self-Efficacy

“…In another study, Syamsu (2017) uncovered that a higher positive improvement of self-efficacy levels needs to be instilled within EFL teachers at the commencement of teaching-learning enterprises in order to impart a more influential springboard for learners to develop their learning competencies to the fullest potentials. Wijaya and Mbato (2020) prompted university EFL teachers in Indonesia to nourish their robust growth of self-efficacy to be contagious for their learners in an effort to improving the overall positive language learning trajectories. In another investigation of university EFL learners' perspectives on their self-efficacy in public speaking class, Wijaya and Mbato (2020) also unveiled that university lecturers are advised to firstly reinforce their self-efficacy levels in order to intensively augment their learners' self-efficacy growth while engaging in a vast array of challenging second language learning environments.…”

“…Wijaya and Mbato (2020) prompted university EFL teachers in Indonesia to nourish their robust growth of self-efficacy to be contagious for their learners in an effort to improving the overall positive language learning trajectories. In another investigation of university EFL learners' perspectives on their self-efficacy in public speaking class, Wijaya and Mbato (2020) also unveiled that university lecturers are advised to firstly reinforce their self-efficacy levels in order to intensively augment their learners' self-efficacy growth while engaging in a vast array of challenging second language learning environments. In the last study, Wijaya (2021) suggested Indonesian university EFL teachers to corroborating their learners' self-efficacy development at the beginning of laborious second language learning venture in order to transfigure them into more resilient, strategic, and proficient future target language academicians.…”