Reading, Writing, and Self‐Efficacy of Low‐Skilled Postsecondary Students

Perin, Dolores

doi:10.1002/9781119261407.ch11

Cited by 6 publications

(16 citation statements)

References 93 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Writers with different skill levels are known to differ in a variety of aspects (McNamara et al, 2010;Saddler and Graham, 2007), and here we seek to examine whether the contribution of self-efficacy varies between these groups. In general, self-efficacy studies in adult learners are not numerous (Perin, 2019;Hood, 2019), and the present study offers an expansion of knowledge in this area.…”

Section: Introductionmentioning

confidence: 76%

“…This can help explain the inconsistency in the findings on the relationship between writing self-efficacy and writing achievement. On the one hand, studies on primary and secondary school students indicate a stable relationship (Pajares and Johnson, 1996;Villalón et al, 2015;Pajares, 2003;Schunk, 2003;Bruning and Horn, 2000;Perin, 2019;Pajares and Valiante, 2006), but on the other hand when it comes to students in colleges, the findings are not unequivocal. Some findings have pointed to a connection (Pajares and Johnson, 1994), but some have shown that the connection is limited or non-existent (MacArthur et al, 2016).…”

Section: Changes In Factors Within Self-efficacy According To Language Skillmentioning

confidence: 98%

“…Many studies point to the contribution of self-efficacy to writing achievement (Zimmerman and Bandura, 1994;Pajares, 2003;Schunk, 2003;Bruning and Horn, 2000;Perin, 2019;Pajares and Valiante, 2006), but not all findings are consistent. Findings from studies focusing on primary and secondary schools appear consistent and indicate a correlation (e.g., Pajares and Johnson, 1996;Villalón et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Writing self-efficacy and its components Bandura (1997) describes self-efficacy as the individuals' self-perception of their ability to learn and perform tasks as required. One of the most complex literate tasks is writing, and self-efficacy may contribute to writing performance (Pajares, 2003;Perin, 2019;Pajares and Valiante, 2006).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Self-Efficacy before and after An Academic Writing Program and Its Relation to Students’ Language Skill – An Action Research Study

Raviv¹

2021

JEHD

View full text Add to dashboard Cite

Writing self-efficacy has been found to be associated with writing achievement, and can even be improved with the help of an intervention program. However, with regards to writers who are college students, there is still ambiguity or partial information. First, unlike the case with primary and secondary school students, findings on the relationship between self-efficacy and achievement in college students are inconsistent, and second, when findings from intervention programs designed to improve selfefficacy, for the most part do not refer to differences in improvement between students with varying levels of language proficiency. Thus, the aim of the present study is to offer a possible explanation for the inconsistency in the findings and also to analyze the differences between more and less skilled writers following an intervention program. 81 female college students participated in the study during a compulsory course in language skills. Self-efficacy was measured before and after the writing program by having the students fill out a questionnaire. The first major finding was that only in the measurement after the program was there a correlation between self-efficacy and achievement, and this correlation seemed to depend on the students knowing what writing requirements they were expected to meet. In writing courses in college, unlike in schools, there are no standardized tests and therefore expectations tend to be unclear. Reports about correlation are then inconsistent. However, by the second measurement of the program, the expectations were clear and therefore a correlation was shown. The second key finding concerns the intervention program and the improvement in self-efficacy. It was found that most of the change was among the more skilled writers, both in the ability to create ideas and in selfregulation, whereas those less skilled reported a moderate improvement only in self-regulation.

show abstract

Section: Introductionmentioning

confidence: 76%

Section: Changes In Factors Within Self-efficacy According To Language Skillmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Self-Efficacy before and after An Academic Writing Program and Its Relation to Students’ Language Skill – An Action Research Study

Raviv¹

2021

JEHD

View full text Add to dashboard Cite

show abstract

“…Advanced writing skills are critical for educational and occupational success (Perin, 2020;Roebuck et al, 1995;Stevens, 2005). Unfortunately, there is increasing evidence to suggest that many students do not demonstrate adequate levels of performance in the area of writing (National Center for Educational Statistics, 2012).…”

Section: Measurement: a Comparison Studymentioning

confidence: 99%

Validity of Automated Text Evaluation Tools for Written-Expression Curriculum-Based Measurement: A Comparison Study

Keller‐Margulis¹,

Mercer²,

Matta³

2021

Preprint

View full text Add to dashboard Cite

Existing approaches to measuring writing performance are insufficient in terms of both technical adequacy as well as feasibility for use as a screening measure. This study examined the validity and diagnostic accuracy of several approaches to automated essay scoring as well as written expression curriculum-based measurement (WE-CBM) to determine whether an automated approach improves technical adequacy. A sample of 140 fourth grade students generated writing samples that were then scored using traditional and automated approaches and examined with the statewide measure of writing performance. Results indicated that the validity and diagnostic accuracy for the best performing WE-CBM metric, correct minus incorrect word sequences (CIWS) and the automated approaches to scoring were comparable with automated approaches offering potentially improved feasibility for use in screening. Averaging scores across three time points was necessary, however, in order to achieve improved validity and adequate levels of diagnostic accuracy across the scoring approaches. Limitations, implications, and directions for future research regarding the use of automated scoring approaches for screening are discussed.

show abstract

Testing the model of a proficient academic reader (PAR) in a postsecondary context

Kaldes,

Higgs,

Lampi

et al. 2024

Read Writ

View full text Add to dashboard Cite

Reading, Writing, and Self‐Efficacy of Low‐Skilled Postsecondary Students

Cited by 6 publications

References 93 publications

Self-Efficacy before and after An Academic Writing Program and Its Relation to Students’ Language Skill – An Action Research Study

Self-Efficacy before and after An Academic Writing Program and Its Relation to Students’ Language Skill – An Action Research Study

Validity of Automated Text Evaluation Tools for Written-Expression Curriculum-Based Measurement: A Comparison Study

Testing the model of a proficient academic reader (PAR) in a postsecondary context

Contact Info

Product

Resources

About