کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
365555 | 621202 | 2014 | 11 صفحه PDF | دانلود رایگان |
• The participants' beliefs about writing predicted unique variance in their writing performance.
• Their beliefs about writing related to their writing self-efficacy and writing apprehension.
• Some beliefs about writing were adaptive, while others were maladaptive.
• The belief in focusing on one's audience was the most adaptive belief in the study.
• Apprehension about mechanical errors explained unique negative variance in student writing.
This study tested a model in which beliefs about writing, writing self-efficacy, and writing apprehension predict writing performance. The Beliefs About Writing Survey, the Writing Self-Efficacy Index, and the modified Writing Apprehension Test were administered to 738 undergraduates to predict their grade on a class paper. In a hierarchical regression, beliefs about writing predicted variance in writing scores beyond that accounted for by writing self-efficacy and apprehension. Audience Orientation, a new belief associated with expert practice, was the strongest positive predictor of the students' grade. Transmission, a belief in relying on material published by authorities, was the leading negative predictor. Writing self-efficacy predicted performance, albeit modestly. The traditional measure of writing apprehension (anxiety about being critiqued) was not significant, but Apprehension About Grammar, a new construct, significantly and negatively predicted performance. These results support the possibility that beliefs about writing could be a leverage point for teaching students to write.
Journal: Learning and Instruction - Volume 33, October 2014, Pages 1–11