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Self-efficacy beliefs and writing intervention in normal-hearing and hearing-impaired pupils

van de Weijer, Joost LU ; Johansson, Victoria LU ; Grenner, Emily LU and Sahlén, Birgitta LU (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)
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organization
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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
language
English
LU publication?
yes
id
a8043cb8-1229-4084-b6ae-de4b6ecf1d48
date added to LUP
2018-03-19 09:07:12
date last changed
2018-11-21 21:38:44
@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},
  location     = {St Julian’s, Malta},
  month        = {03},
  title        = {Self-efficacy beliefs and writing intervention in normal-hearing and hearing-impaired pupils},
  year         = {2018},
}