Self-efficacy beliefs and writing intervention in normal-hearing and hearing-impaired pupils
(2018) 17th International Clinical Phonetics and Linguistics Association Conference- Abstract
- Introduction
Self efficacy (SE) relates to pupils' beliefs about their own capacities within a given field. It has been shown that an overestimation of one's own SE beliefs affects learning outcomes negatively. In the present study we examine SE beliefs in writing skills in two groups of secondary school pupils, one with hearing impairment, the other without.
Purpose
Text writing is a complex skill, involving many different processes. Accordingly, SE beliefs may vary considerably. This study has three main purposes. The first is to establish which aspects of the writing process pupils rate highest, and which they rate lowest. The second is to establish which aspects of SE beliefs are the best predictors of success in... (More) - Introduction
Self efficacy (SE) relates to pupils' beliefs about their own capacities within a given field. It has been shown that an overestimation of one's own SE beliefs affects learning outcomes negatively. In the present study we examine SE beliefs in writing skills in two groups of secondary school pupils, one with hearing impairment, the other without.
Purpose
Text writing is a complex skill, involving many different processes. Accordingly, SE beliefs may vary considerably. This study has three main purposes. The first is to establish which aspects of the writing process pupils rate highest, and which they rate lowest. The second is to establish which aspects of SE beliefs are the best predictors of success in writing. The third is to establish how SE beliefs are affected by a writing intervention program. A comparison between the two groups is made for each of these three purposes.
Method
As part of a writing intervention program, 18 writing-related SE statements were formulated (e.g., "I am able to give structure to a text by dividing it into paragraphs", "I can write a text that is understandable to a reader"). The statements were chosen such that they roughly represented four different aspects of the writing process: practical skill of typing on a computer keyboard (2), structuring a text (3), content (8), spelling and grammar (5). These statements were rated on a scale from 0 to 100 by 61 pupils (8 hearing impaired, 53 normal hearing), once before the intervention and once after. Additionally, the pupils wrote short texts at different times during the intervention. The global quality of these texts was rated on a scale from 0 to 100. Scores within each of the SE ratings were compared before and after the intervention, and also used as predictors for text quality in a regression analysis.
Results
On average, the pupils rated their spelling and typing skills somewhat lower than their content and structure skills. The ratings after the intervention were higher than those before. Interestingly, some SE beliefs affected text quality positively, others negatively. No major differences between the two groups were found. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/a8043cb8-1229-4084-b6ae-de4b6ecf1d48
- author
- van de Weijer, Joost LU ; Johansson, Victoria LU ; Grenner, Emily LU and Sahlén, Birgitta LU
- organization
- publishing date
- 2018-03-16
- type
- Contribution to conference
- publication status
- in press
- subject
- conference name
- 17th International Clinical Phonetics and Linguistics Association Conference
- conference location
- St Julian’s, Malta
- conference dates
- 2018-10-23 - 2018-10-25
- project
- Improving narrative writing through intervention with keystroke logging and observational learning
- language
- English
- LU publication?
- yes
- id
- a8043cb8-1229-4084-b6ae-de4b6ecf1d48
- date added to LUP
- 2018-03-19 09:07:12
- date last changed
- 2019-10-03 14:57:49
@misc{a8043cb8-1229-4084-b6ae-de4b6ecf1d48, abstract = {{Introduction<br/>Self efficacy (SE) relates to pupils' beliefs about their own capacities within a given field. It has been shown that an overestimation of one's own SE beliefs affects learning outcomes negatively. In the present study we examine SE beliefs in writing skills in two groups of secondary school pupils, one with hearing impairment, the other without.<br/><br/>Purpose<br/>Text writing is a complex skill, involving many different processes. Accordingly, SE beliefs may vary considerably. This study has three main purposes. The first is to establish which aspects of the writing process pupils rate highest, and which they rate lowest. The second is to establish which aspects of SE beliefs are the best predictors of success in writing. The third is to establish how SE beliefs are affected by a writing intervention program. A comparison between the two groups is made for each of these three purposes. <br/><br/>Method<br/>As part of a writing intervention program, 18 writing-related SE statements were formulated (e.g., "I am able to give structure to a text by dividing it into paragraphs", "I can write a text that is understandable to a reader"). The statements were chosen such that they roughly represented four different aspects of the writing process: practical skill of typing on a computer keyboard (2), structuring a text (3), content (8), spelling and grammar (5). These statements were rated on a scale from 0 to 100 by 61 pupils (8 hearing impaired, 53 normal hearing), once before the intervention and once after. Additionally, the pupils wrote short texts at different times during the intervention. The global quality of these texts was rated on a scale from 0 to 100. Scores within each of the SE ratings were compared before and after the intervention, and also used as predictors for text quality in a regression analysis.<br/><br/>Results<br/>On average, the pupils rated their spelling and typing skills somewhat lower than their content and structure skills. The ratings after the intervention were higher than those before. Interestingly, some SE beliefs affected text quality positively, others negatively. No major differences between the two groups were found.}}, author = {{van de Weijer, Joost and Johansson, Victoria and Grenner, Emily and Sahlén, Birgitta}}, language = {{eng}}, month = {{03}}, title = {{Self-efficacy beliefs and writing intervention in normal-hearing and hearing-impaired pupils}}, year = {{2018}}, }