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This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students’ writing conceptions. Educational implications and further research are discussed. 相似文献
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The present study explored the relations of students’ age and noncognitive traits (grit, growth mindset, and college self-efficacy) on writing self-efficacy and writing motivation. Participants (N = 457) wrote a short reflection in response to a quote, after which they evaluated similar responses, purportedly written by their peers, that were either exemplary or poor. Participants who read the exemplary essays were less likely to believe they could write as well as their peers (writing self-efficacy) and less likely to write a second essay (writing motivation), demonstrating a discouragement by peer excellence effect. Grit, growth mindset, and college self-efficacy were all positive correlates of writing self-efficacy. Writing self-efficacy, in turn, predicted the willingness to write another essay. Older students reported higher levels of writing self-efficacy and exhibited greater writing motivation. Older students also reported higher levels of grit, college self-efficacy, and growth mindset. A parallel mediation analysis revealed an indirect effect of college self-efficacy on the relation between age and writing self-efficacy. These results suggest that educators should judiciously model the works of students’ exemplary peers and foster noncognitive traits that improve writing self-efficacy. The results also suggest that older students are more receptive to writing. 相似文献
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Alberth 《Technology, Pedagogy and Education》2019,28(1):21-36
The study aimed to scrutinise how incorporating Facebook into a conventional writing class might impact on students’ intrinsic motivation, self-efficacy and writing performance, and to uncover how best to provide corrective feedback on students’ writing posted on Facebook. Sixty-four subjects from an intact group were recruited by means of purposive sampling. All participants sat the pre-test measuring intrinsic motivation to study writing, writing self-efficacy and writing performance. Following the pre-test, participants attended a regular conventional writing class incorporating Facebook for four months. At the conclusion of the study, participants sat the post-test and were interviewed regarding their learning experience. Participants were also requested to indicate which type of feedback provided on FB is preferred and to justify their responses. It was found that students’ intrinsic motivation and self-efficacy, as well as writing performance, improved markedly in the post-test and that direct corrective feedback is more favoured by students. Overall, the study suggests that not only does incorporating Facebook into a conventional writing class benefit students academically, but it also helps boost their intrinsic motivation to study writing and writing self-efficacy – two critical variables that dictate success in foreign language learning. 相似文献
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The self-efficacy of prospective primary teachers was studied, considering in particular the relationship of that construct with the emotions they expect to experience as future science teachers, differentiating between when they will be teaching the content of the ‘nature sciences’ (biology and geology) and that of the ‘hard sciences’ (physics and chemistry). The study instrument was a questionnaire completed by 188 prospective primary school teachers in their initial education at the University of Extremadura during the academic year 2009/2010. The results showed them to mostly have positive emotions towards nature sciences and negative towards the hard sciences. While their beliefs concerning their self-efficacy are significantly related to their emotions about their future teaching of the hard sciences, high self-efficacy was significantly correlated with more positive emotions and fewer negative emotions towards physics and chemistry. 相似文献
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Zeki Arsal 《欧洲师范教育杂志》2014,37(4):453-464
This study examined the effect of microteaching on pre-service teachers’ sense of self-efficacy in teaching using a pre-test/post-test quasi-experimental design. The sample of the study consisted of 70 pre-service teachers on a special education teacher preparation programme. The pre-service teachers in the experimental group were exposed to microteaching training for one semester. The Teachers’ Sense of Efficacy Scale was administered to all pre-service teachers as a pre-test at the beginning and as a post-test at the end of the semester. The results revealed that the pre-service teachers in the experimental group showed statistically significant greater progress in terms of sense of self-efficacy in teaching than those in the control group. In addition, the results highlighted that microteaching had a positive impact on developing pre-service teachers’ sense of self-efficacy in teaching. 相似文献
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ABSTRACTThis study took place in a school which adopted a “paperless classroom” policy. The purpose of the study was to examine whether students who learn in a paperless classroom really prefer reading and writing on computers rather than on paper and whether their preferences differ according to contextual conditions and personal differences. The findings show that students’ reading and writing preferences depended on the context in which the reading or writing was performed. The boys preferred to read and write on the computer significantly more than girls. Conversely, the girls’ handwriting skills and preference for handwriting were higher than the boys’. Reading and writing on computer was found to be favored among strong students, while weak students tended to prefer using paper. This research also revealed a rapid decrease in favoring computer over paper in both reading and writing over time. Students who had experienced the paperless classroom policy in this school for three years were less supportive of the use of computers for reading and writing than younger students. 相似文献
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Susanne Schwab 《教育心理学》2019,39(1):4-18
This study aims to show the importance of explicitly identifying student-specific teachers’ self-efficacy. Data from 43 regular teachers who rated their self-efficacy towards 611 fourth-grade students from inclusive classes in Austria were analyzed. In addition, 15 regular teachers and 15 special needs teachers rated their student-specific self-efficacy levels of 136 students. Teachers’ sense of self-efficacy towards individual students was assessed using a short, adapted version of Tschannen-Moran and Woolfolk Hoy’s Teachers’ Sense of Efficacy Scale. Results of multilevel-regression analysis showed that the higher the teachers’ general self-efficacy the higher was their student-specific self-efficacy. In addition, teachers’ student-specific self-efficacy was lower for students whose special needs regarded learning or behavioural and emotional disorders. The outcomes of the study imply that measuring teachers’ self-efficacy specifically for individual students compared to a teachers’ general self-efficacy towards inclusion is an important addition to previous research. 相似文献
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The use of evidence to guide policy and practice in education (Cooper, Levin, & Campbell, 2009) has included an increased emphasis on constructed-response items, such as essays and portfolios. Because assessments that go beyond selected-response items and incorporate constructed-response items are rater-mediated (Engelhard, 2002, Engelhard, 2013), it is necessary to develop evidence-based indices of quality for the rating processes used to evaluate student performances. This study proposes a set of criteria for evaluating the quality of ratings based on the concepts of measurement invariance and accuracy within the context of a large-scale writing assessment. Two measurement models are used to explore indices of quality for raters and ratings: the first model provides evidence for the invariance of ratings, and the second model provides evidence for rater accuracy. Rating quality is examined within four writing domains from an analytic rubric. Further, this study explores the alignment between indices of rating quality based on these invariance and accuracy models within each of the four domains of writing. Major findings suggest that rating quality varies across analytic rubric domains, and that there is some correspondence between indices of rating quality based on the invariance and accuracy models. Implications for research and practice are discussed. 相似文献
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Reading and Writing - Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however,... 相似文献
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When children experience conflict in relationships with their teachers during early education, they perform more poorly on measures of language development and overall academic competence. Whereas children who have close relationships with teachers, often perform better on these measures. A close teacher–child relationship may be important for children learning to write, given the complex and personal nature of writing. Yet, scholars have not examined associations between teacher–child relationship quality and children's early success in writing. The current study examined associations between quality of the teacher–child relationship (defined as teachers’ perceptions of closeness and conflict and children's feelings about teachers) and children's writing quality in kindergarten and first grade. Children's receptive language was also investigated as a moderator of these associations. Results indicated teacher–child conflict was significantly associated with children's writing quality, after accounting for grade level, initial reading status, and type of instruction. Findings of the study have important implications for future research and practice. Attention to the importance of conflict in teacher–child relationships and its’ influence on children's literacy learning and development should be included in future research studies. 相似文献
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Kim Angeles Gärtner Verena Clara Vetter Michaela Schäferling Gitta Reuner Silke Hertel 《Metacognition and Learning》2018,13(3):241-264
Inhibitory control is considered a core component of self-regulation. Tremendous advances in early childhood have been attributed to brain maturation processes as well as environmental influences, such as parental co-regulation. Parental self-efficacy represents a key correlate of parenting behaviors and is associated with child outcomes. However, research on the interplay of parental co-regulation, parental self-efficacy and child’s inhibitory control in early childhood is scarce. In this study we explore to what extent parents’ positive (PCR) and negative co-regulation (NCR) and domain-specific (DSSE) and domain-general (DGSE) self-efficacy beliefs assessed at pre-test (T1) predict toddlers’ inhibitory control six weeks later (T2). Furthermore, we examine whether NCR mediates the link between DSSE and parent-reported inhibitory control. Results are based on data from 90 parent-child dyads (children’s age: 24–35 months). Parents’ PCR, NCR, DSSE and DGSE are assessed via questionnaire. Children’s inhibitory control is measured via the Inhibition Scale of the Behavior Rating Inventory of Executive Functions (BRIEF-IN) and a Snack Delay task. Multiple regression analyses reveal that parents’ NCR and DSSE, but not PCR and DGSE, significantly predict BRIEF-IN at T2 (controlling for covariates). The indirect effect from parents’ DSSE on BRIEF-IN via NCR is not confirmed by the data. No associations are observed regarding children’s performance in the Snack Delay task. The present study adds new and important evidence that parents’ DSSE and NCR independently predict (parent-reported) inhibitory control in toddlerhood. Parenting interventions should thus not only address parenting practices but target parental self-efficacy beliefs as an important factor, too. 相似文献
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Huahui Zhao 《Assessing Writing》2010,15(1):3-17
Existing comparative studies between peer and teacher feedback in English writing classes have predominantly used frequency measures of peer and teacher feedback in learners’ revisions to suggest their relative values for developing learners’ writing proficiency. However, learners do not necessarily understand the feedback that is used in their redrafts.This study distinguished learners’ use from their understanding of peer and teacher feedback. Eighteen Chinese university English learners participated in the study for sixteen weeks. Three research methods were adopted: (a) content analyses of learners’ use of feedback, (b) stimulated recall interviews on learners’ understanding of feedback, and (c) interviews on the factors that affected learners’ responses to feedback.The findings suggested that the learners used more teacher than peer feedback in their redrafts. However, interviews with these learners revealed that they used a larger percentage of teacher feedback than peer feedback without understanding its significance or value. Student interviews uncovered learners’ passive acceptance of teacher feedback and the facilitative role of first language use in peer interaction.This study suggests that learners’ understanding of feedback should be taken as at least an equally important factor as learners’ use of feedback in examining the relative value of peer and teacher feedback for developing learners’ writing proficiency. 相似文献
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Anna H. Hall 《Journal of Early Childhood Teacher Education》2013,34(2):142-156
ABSTRACTThe purpose of this study was to examine the effectiveness of integrating self-reflection, focused instruction, and field practice in a semester-long language arts course in order to shift early childhood preservice teachers’ (PSTs) beliefs and attitudes about writing instruction, as well as their development and planned use of tools for instruction. The findings revealed that a course focused primarily on preparing PSTs to teach writing can influence PSTs’ definitions of writing, the importance they place on writing instruction, their self-efficacy related to teaching writing, and their tools for instruction. 相似文献
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This paper draws on findings of comparative international research on students’ poetic writing about the natural environment in the context of the classroom and a naturalistic setting. The study involved 97, nine- to 10-year-olds in four classes: two classes were in an English primary school with their counterparts in a Western Australian primary school. One class in each school had vicarious contact with nature as a stimulus for writing, using a previously taught technique for writing poetry; the other class in each school used the same technique but had direct contact with nature. The study has implications for students’ literacy development, creativity and agency and suggests that students’ poetic writing is enhanced through direct contact with nature. Teachers in both England and Australia, countries where ‘high stakes’ testing dominates the literacy curriculum, may find that standards of writing improve when students are given direct contact with natural spaces and are scaffolded to elicit their poetic voice. 相似文献
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ABSTRACTThe aim of the present investigation was to analyse the role of academic self-efficacy and approaches to learning in general and in Physics and Chemistry academic achievements. The sample comprised 507 secondary school students of two Spanish schools and the study was conducted in the context of a Physics and Chemistry subject. Structural equation models showed that surface motive was the only type of learning approach directly related to performance. Besides, our models revealed that self-efficacy plays an important role as a mediating variable between the surface strategy and the deep motive learning approaches and academic achievement. Gender effects were also studied as girls showed higher levels of achievement both in general performance and in Physics and Chemistry. Implications for science education and suggestions for future research of these findings are also discussed. 相似文献
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The present study examined the relations of maternal literate support instructions during parent–child joint writing to children’s word reading and writing across 1 year among 95 4- and 5-year-old children from Korea. The whole episode of mothers individually teaching their children how to write words was videotaped, and a Korean scale of mothers’ literate mediation of their children’s writing was developed based on six cognitive strategies focusing on whole Gulja (Korean written syllable), visual strokes, letter, Gulja structure, and CV (consonant + vowel) and coda (final consonant of a syllable) subsyllabic units. Maternal literate support explained a significant amount of variance in children’s word reading and writing concurrently and longitudinally across 1 year after controlling for children’s age, nonverbal IQ, phonological and morphological awareness, rapid automatized naming and mother’s education. In addition, children’s coda phoneme awareness explained unique variance in word reading and writing concurrently and longitudinally. Results underscore the unique characteristics of Korean and the importance of Korean maternal literate support as a major factor in early literacy development. 相似文献