Effects of intervention on self-efficacy and text quality in elementary school students’ narrative writing
Grenner, Emily LU ; Johansson, Victoria LU ; van de Weijer, Joost LU
and Sahlén, Birgitta
LU
(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.
(Less)
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}},
}