High school boys' and girls' writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?

被引：27

作者：

Villalon, Ruth ^{[1
]}

Mateos, Mar ^{[2
]}

Cuevas, Isabel ^{[3
]}

机构：

[1] Madrid Open Univ, Psychol, Collado Villalba, Spain

[2] Autonomous Univ Madrid, Basic Psychol, E-28049 Madrid, Spain

[3] Autonomous Univ Madrid, Educ Psychol, E-28049 Madrid, Spain

来源：

EDUCATIONAL PSYCHOLOGY | 2015年 / 35卷 / 06期

关键词：

self-efficacy; writing-to-learn; conceptions; gender; synthesis; OUTCOME EXPECTANCY MECHANISMS; STUDENTS CONCEPTIONS; GENDER-DIFFERENCES; SECONDARY; ACHIEVEMENT; KNOWLEDGE; PRODUCTS;

D O I：

10.1080/01443410.2013.836157

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：653 / 674

页数：22

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