Self-efficacy beliefs and the writing performance of entering high school students

Pajares, Frank; Johnson, Margaret

doi:10.1002/(sici)1520-6807(199604)33:2<163::aid-pits10>3.0.co;2-c

Cited by 254 publications

(200 citation statements)

References 37 publications

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“…Results from this study indicate a positive relationship between writing self-efficacy and writing achievement. This result is in agreement with those obtained in myriad studies on the relationship between writing self-efficacy and achievement in general academic subjects as well as in writing as a subject (Dupeyrat & Mariné, 2005;Liem et al, 2007;Pajares & Johnson, 1996;Pajares & Valiante, 1997Phan, 2009Phan, , 2010 and extends evidence supporting Bandura's theory to a new context.…”

Section: Relationship Between Writing Self-efficacy and The Other Varsupporting

confidence: 91%

“…They then adapted the writing self-efficacy scale to study the fourth, seventh, and tenth graders and found that students' writing self-efficacy predicted their reading and writing achievement operationalized as mechanical skill and essay writing (Shell et al, 1995). Similar findings have been reported in other studies of writing self-efficacy and writing achievement (McCarthy, Meier, & Rinderer, 1985;Pajares & Johnson, 1996;Pajares & Valiante, 1997. Given the positive impact that writing self-efficacy has on writing achievement stated in the literature, this study used a self-efficacy scale that specifically measures students' confidence in their ability to write English paragraphs (see items in Appendix A).…”

Section: Goal Orientationsupporting

confidence: 63%

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Asian-Focused ELT Research and Practice Voices from the Far Edge

Kimura¹,

Middlecamp²

2017

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Section: Relationship Between Writing Self-efficacy and The Other Varsupporting

confidence: 91%

Section: Goal Orientationsupporting

confidence: 63%

Asian-Focused ELT Research and Practice Voices from the Far Edge

Kimura¹,

Middlecamp²

2017

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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).…”

Section: Self-efficacy and L2 Writingmentioning

confidence: 99%

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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“…Affective responses, such as anxiety, apprehension, and mood swing are indicative of one's own resolute, capableness, and vulnerability to deal with dysfunctions and educational-related tasks, situations, and events (e.g., a student's high state of anxiety before a final exam in mathematics). Negative affective responses such as anxiety, similarly, tend to weaken academic achievement and have been shown to relate inversely with self-beliefs for learning (e.g., personal self-efficacy) [25][26][27].…”

Section: Academic Buoyancy Emotional and Physiological States And Tmentioning

confidence: 99%

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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Self-efficacy beliefs and the writing performance of entering high school students

Cited by 254 publications

References 37 publications

Asian-Focused ELT Research and Practice Voices from the Far Edge

Asian-Focused ELT Research and Practice Voices from the Far Edge

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

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

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