Effects of intervention on self-efficacy and text quality in elementary school students’ narrative writing
(2021) In Logopedics Phoniatrics Vocology 46(1). p.1-10- Abstract
- Aim: Self-efficacy for writing is an important motivational factor and considered to predict writing performance. Self-efficacy for narrative writing has been sparsely studied, and few studies focus on the effects of writing intervention on self-efficacy. Additionally, there is a lack of validated measures of self-efficacy for elementary school students. In a previous study, we found that a trained panel rated personal narrative text quality higher for girls than for boys, which led to our aim: to investigate boys’ and girls’ self-efficacy for narrative writing before and after an intervention, and to explore associations between self-efficacy and text quality.
Method: An 18-item self-efficacy scale was developed. Fifty-five... (More) - Aim: Self-efficacy for writing is an important motivational factor and considered to predict writing performance. Self-efficacy for narrative writing has been sparsely studied, and few studies focus on the effects of writing intervention on self-efficacy. Additionally, there is a lack of validated measures of self-efficacy for elementary school students. In a previous study, we found that a trained panel rated personal narrative text quality higher for girls than for boys, which led to our aim: to investigate boys’ and girls’ self-efficacy for narrative writing before and after an intervention, and to explore associations between self-efficacy and text quality.
Method: An 18-item self-efficacy scale was developed. Fifty-five fifth-grade students (M 11:2 years, SD 3.7 months) filled out the scale before and after a five-lesson observational learning intervention. Self-efficacy was then related to writing performance as measured by holistic text quality ratings.
Results: Self-efficacy was strong and increased significantly post-intervention. There were moderate correlations between self-efficacy and writing performance pre- and post-intervention. Further, self-efficacy scores were considerably higher than text quality ratings. Girls and boys demonstrated similar self-efficacy, despite girls’ higher text quality.
Conclusion: The results support previous findings of strong self-efficacy at this age. The interaction between writing self-efficacy and performance is complex. Young students may not be able to differentiate between self-efficacy, general skills, task performance, perceived effort and self-regulation. Self-efficacy scales should thus be carefully constructed with respect to validity, genre, school grade, instruction and to students’ general educational context.
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Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/bf0ed64f-e46e-4698-b557-3fe289787a4f
- author
- Grenner, Emily LU ; Johansson, Victoria LU ; van de Weijer, Joost LU and Sahlén, Birgitta LU
- organization
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Logopedics Phoniatrics Vocology
- volume
- 46
- issue
- 1
- pages
- 1 - 10
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85077899328
- pmid:31910683
- ISSN
- 1401-5439
- DOI
- 10.1080/14015439.2019.1709539
- project
- Keystroke logging and peer observation – new tools for childrens' text writing
- language
- English
- LU publication?
- yes
- id
- bf0ed64f-e46e-4698-b557-3fe289787a4f
- date added to LUP
- 2019-10-02 18:17:41
- date last changed
- 2023-12-04 00:19:41
@article{bf0ed64f-e46e-4698-b557-3fe289787a4f, abstract = {{Aim: Self-efficacy for writing is an important motivational factor and considered to predict writing performance. Self-efficacy for narrative writing has been sparsely studied, and few studies focus on the effects of writing intervention on self-efficacy. Additionally, there is a lack of validated measures of self-efficacy for elementary school students. In a previous study, we found that a trained panel rated personal narrative text quality higher for girls than for boys, which led to our aim: to investigate boys’ and girls’ self-efficacy for narrative writing before and after an intervention, and to explore associations between self-efficacy and text quality. <br/>Method: An 18-item self-efficacy scale was developed. Fifty-five fifth-grade students (M 11:2 years, SD 3.7 months) filled out the scale before and after a five-lesson observational learning intervention. Self-efficacy was then related to writing performance as measured by holistic text quality ratings. <br/>Results: Self-efficacy was strong and increased significantly post-intervention. There were moderate correlations between self-efficacy and writing performance pre- and post-intervention. Further, self-efficacy scores were considerably higher than text quality ratings. Girls and boys demonstrated similar self-efficacy, despite girls’ higher text quality. <br/>Conclusion: The results support previous findings of strong self-efficacy at this age. The interaction between writing self-efficacy and performance is complex. Young students may not be able to differentiate between self-efficacy, general skills, task performance, perceived effort and self-regulation. Self-efficacy scales should thus be carefully constructed with respect to validity, genre, school grade, instruction and to students’ general educational context.<br/>}}, author = {{Grenner, Emily and Johansson, Victoria and van de Weijer, Joost and Sahlén, Birgitta}}, issn = {{1401-5439}}, language = {{eng}}, number = {{1}}, pages = {{1--10}}, publisher = {{Taylor & Francis}}, series = {{Logopedics Phoniatrics Vocology}}, title = {{Effects of intervention on self-efficacy and text quality in elementary school students’ narrative writing}}, url = {{http://dx.doi.org/10.1080/14015439.2019.1709539}}, doi = {{10.1080/14015439.2019.1709539}}, volume = {{46}}, year = {{2021}}, }