Do students' beliefs about writing relate to their writing self-efficacy,apprehension, and performance? |
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| Institution: | 1. University of North Carolina at Charlotte, 9201 University City Blvd., Charlotte, NC 28223, USA;2. Korea University, Department of Education, Anam-dong, Seongbuk-gu, Seoul 136-701, Republic of Korea |
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| Abstract: | 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. |
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| Keywords: | Writing self-efficacy Writing apprehension Beliefs about writing Expertise Writing development |
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