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Effects of interven...
Effects of intervention on self-efficacy and text quality in elementary school students’ narrative writing
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- Grenner, Emily (författare)
- Lund University,Lunds universitet,Logopedi, foniatri och audiologi,Sektion IV,Institutionen för kliniska vetenskaper, Lund,Medicinska fakulteten,Kommunikation och kognition,Forskargrupper vid Lunds universitet,Logopedics, Phoniatrics and Audiology,Section IV,Department of Clinical Sciences, Lund,Faculty of Medicine,Communication and Cognition,Lund University Research Groups
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- Johansson, Victoria (författare)
- Lund University,Lunds universitet,Allmän språkvetenskap,Avdelningen för lingvistik och kognitiv semiotik,Sektion 6,Språk- och litteraturcentrum,Institutioner,Humanistiska och teologiska fakulteterna,General Linguistics,Division of Linguistics and Cognitive Semiotics,Section 6,Centre for Languages and Literature,Departments,Joint Faculties of Humanities and Theology
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- van de Weijer, Joost (författare)
- Lund University,Lunds universitet,Humanistlaboratoriet,Fakultetsgemensamma verksamheter,Humanistiska och teologiska fakulteterna,Allmän språkvetenskap,Avdelningen för lingvistik och kognitiv semiotik,Sektion 6,Språk- och litteraturcentrum,Institutioner,Lund University Humanities Lab,Units,Joint Faculties of Humanities and Theology,General Linguistics,Division of Linguistics and Cognitive Semiotics,Section 6,Centre for Languages and Literature,Departments
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- Sahlén, Birgitta (författare)
- Lund University,Lunds universitet,Logopedi, foniatri och audiologi,Sektion IV,Institutionen för kliniska vetenskaper, Lund,Medicinska fakulteten,Logopedics, Phoniatrics and Audiology,Section IV,Department of Clinical Sciences, Lund,Faculty of Medicine
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(creator_code:org_t)
- 2020-01-08
- 2021
- Engelska.
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Ingår i: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 46:1, s. 1-10
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Abstract
Ämnesord
Stäng
- 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.
Ämnesord
- HUMANIORA -- Språk och litteratur -- Jämförande språkvetenskap och allmän lingvistik (hsv//swe)
- HUMANITIES -- Languages and Literature -- General Language Studies and Linguistics (hsv//eng)
Publikations- och innehållstyp
- art (ämneskategori)
- ref (ämneskategori)
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