Writing strategy instruction with gifted students: Effects of goals and feedback on self‐efficacy and skills∗

Schunk, Dale H.; Swartz, Carl W.

doi:10.1080/02783199309553512

Cited by 90 publications

(58 citation statements)

References 23 publications

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“…Yetenekli yazanların daha az yetenekli yazanlara göre motivasyonları daha yüksektir (Graham, Schwartz, ve MacArthur, 1993). Diğer taraftan motivasyonu geliştirmeye yönelik yapılan öğretimsel etkinliklerin, yazma üzerinde pozitif bir etkiye sahip olduğu bilinmektedir (Schunk ve Swartz, 1993). Yapılan çalışmalar duyuşsal faktörler ile yazma başarısı arasındaki güçlü bağı desteklemektedir.…”

Section: Değişkenler Arası Kavramsal İlişkiunclassified

Effects of Primary School Fourth-Grade Students' Attitude, Disposition and Writer's Block on Writing Success

Baştuğ

2015

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Bu araştırmada yapısal eşitlik modellemesi yoluyla ilkokul dördüncü sınıf öğrencilerinin yazma tutumu, yazma eğilimi ve yazma tutukluğunun yazma başarısına etkisini incelemek amaçlanmıştır. Araştırmaya 735 ilkokul dördüncü sınıf öğrencisi katılmıştır. Araştırmanın amacına bağlı olarak 4 farklı hipotez test edilmiştir: a) yazma tutumu ve yazma eğilimi yazma başarısını pozitif olarak anlamlı düzeyde etkilemektedir, b) yazma tutumu ve yazma eğilimi yazma tutukluğunu negatif olarak anlamlı düzeyde etkilemektedir, c) yazma tutukluğu yazma başarısını negatif olarak anlamlı düzeyde etkilemektedir ve d) yazma tutumu ve yazma eğiliminin yazma başarısına etkisinde yazma tutukluğu kısmi aracılık rolü üstlenmektedir. Buna göre test edilen modellerin tamamı doğrulanmıştır. Sonuç olarak yazma eğilimi ve tutumunun yazma başarısını anlamlı ve pozitif yönlü; yazma tutumu ve eğiliminin yazma tutukluğunu negatif yönlü ve anlamlı; yazma tutukluğu yazma başarısını negatif yönlü ve anlamlı etkilediği bulunmuştur. Araştırmanın diğer bir önemli bir sonucu da yazma tutumu ve yazma eğiliminin yazma başarısına etkisinde yazma tutukluğunun kısmi aracılık rolü üstlendiğidir. Yol katsayılarına göre yazma başarısında en fazla etkinin sırasıyla yazma tutukluğu, yazma eğilimi ve yazma tutumu şeklinde sıralandığı bulunmuştur. Araştırma sonuçları ilgili duyuşsal faktörlerin yazma başarısına etkisi bağlamında literatüre dayalı olarak tartışılmıştır. Yazma tutukluğu Eğilim Tutum Yazma başarısıMakale Hakkında

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Section: Değişkenler Arası Kavramsal İlişkiunclassified

Effects of Primary School Fourth-Grade Students' Attitude, Disposition and Writer's Block on Writing Success

Baştuğ

2015

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“…When students were explicitly told that the goal of instruction was to learn the strategies taught and when they received feedback on their progress in accomplishing this objective, effect sizes were large, ranging from 1.12 to 2.14 (Schunk & Swartz, 1993a, 1993b.…”

Section: Explicit Teachingmentioning

confidence: 99%

A meta-analysis of writing instruction for adolescent students.

Graham¹,

Perin²

2007

Journal of Educational Psychology

1,202

953

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There is considerable concern that the majority of adolescents do not develop the competence in writing they need to be successful in school, the workplace, or their personal lives. A common explanation for why youngsters do not write well is that schools do not do a good job of teaching this complex skill. In an effort to identify effective instructional practices for teaching writing to adolescents, the authors conducted a meta-analysis of the writing intervention literature (Grades 4 -12), focusing their efforts on experimental and quasi-experimental studies. They located 123 documents that yielded 154 effect sizes for quality of writing. The authors calculated an average weighted effect size (presented in parentheses) for the following 11 interventions: strategy instruction (0.82), summarization (0.82), peer assistance (0.75), setting product goals (0.70), word processing (0.55), sentence combining (0.50), inquiry (0.32), prewriting activities (0.32), process writing approach (0.32), study of models (0.25), grammar instruction (-0.32).

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“…Meece, Blumenfeld, and Hoyle (1988) showed that students with task-mastery goals report more active cognitive engagement with material to be learned and that perceived competence relates positively to motivation and taskmastery goals. Schunk and Swartz (1993b) found that providing children with a process goal of learning to use a strategy and feedback on their progress increases task orientation and decreases ego orientation, and that selfefficacy correlates positively with task orientation and negatively with ego orientation. Wood and Bandura (1989) had adults engage in a managerial decision-making task and told them that decisionmaking ability was fixed (reflected their basic cognitive capabilities) or incremental (developed through practice).…”

Section: Goal Orientationsmentioning

confidence: 99%

Self-efficacy, motivation, and performance

Schunk

1995

Journal of Applied Sport Psychology

Self Cite

342

171

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Abstract:This article discusses the relation of self-efficacy to motivation and performance in cognitive and sport domains, Self-efficacy refers to one's beliefs about accomplishing a task and can influence choice of activities, effort, persistence, and achievement. People enter activities with varying levels of self-efficacy derived fund prior experience, personal qualities, and social support. As they work on tasks they acquire information about how well they are doing. This information influences their self-efficacy for continued learning and performance. Research is described in which interventions involving models, goal setting, and feedback, were employed to affect self-efficacy. Regardless of domain, research shows that self-efficacy helps to predict motivation and performance, and studies testing causal models highlight the important role played by self-efficacy. Suggestions for future research are given, along with implications of theory and research for education and training. Article:The role of self-efficacy in motivation and performance has been increasingly explored since Bandura's (1977aBandura's ( , 1977b original publications. Self-efficacy refers to, "People's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986, p. 391). Stated differently, we might say that self-efficacy involves one's beliefs about accomplishing a task. Research shows that self-efficacy predicts such outcomes as cognitive skill learning, smoking cessation, pain tolerance, athletic performance, career choices, assertiveness, coping with feared events, recovery from heart attack, and sales performance (Bandura, 1986;Maddux, 1993;Schunk, 1989). This article focuses on the relation of self-efficacy to motivation and performance in the cognitive and sport domains. Initially I present an overview of self-efficacy theory to include causes and consequences of selfefficacy. I then discuss research on three types of interventions de-signed to affect self-efficacy: models, goal setting, feedback. Some evidence is provided on the utility of self-efficacy as a predictor of behavior. The article concludes with future research directions and implications of research findings for education and training. Bandura (1977a) hypothesized that self-efficacy affects choice of activities, effort, persistence, and achievement. Compared with persons who doubt their capabilities, those with high self-efficacy for accomplishing a task participate more readily, work harder, persist longer when they en-counter difficulties, and achieve at a higher level. Self-efficacy TheoryPeople acquire information to appraise self-efficacy from their performances, vicarious (observational) experiences, forms of persuasion, and physiological reactions. One's performances offer reliable guides for assessing self-efficacy. Successes raise efficacy and failures lower it, but once a strong sense of efficacy is developed a failure may not have much impact (Bandura, 1986).People also acqu...

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Writing strategy instruction with gifted students: Effects of goals and feedback on self‐efficacy and skills∗

Cited by 90 publications

References 23 publications

Effects of Primary School Fourth-Grade Students' Attitude, Disposition and Writer's Block on Writing Success

Effects of Primary School Fourth-Grade Students' Attitude, Disposition and Writer's Block on Writing Success

A meta-analysis of writing instruction for adolescent students.

Self-efficacy, motivation, and performance

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