Writing essays: does self-efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students' performance in essay writing

被引：59

作者：

Prat-Sala, Merce ^{[1
]}

Redford, Paul ^{[2
]}

机构：

[1] Univ Winchester, Dept Psychol, Winchester, Hants, England

[2] Univ W England, Dept Psychol, Bristol BS16 1QY, Avon, England

来源：

EDUCATIONAL PSYCHOLOGY | 2012年 / 32卷 / 01期

关键词：

self-efficacy writing; self-efficacy reading; writing performance; social cognitive theory; OUTCOME EXPECTANCY MECHANISMS; ACADEMIC-PERFORMANCE; GRADE-LEVEL; HIGH-SCHOOL; BELIEFS; MOTIVATION; ACHIEVEMENT; ELEMENTARY; IMPACT;

D O I：

10.1080/01443410.2011.621411

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Self-efficacy beliefs have been identified as associated with students' academic performance. The present research assessed the relationship between two new self-efficacy scales (self-efficacy in reading [SER] and self-efficacy in writing [SEW]) and students' writing performance on a piece of assessed written coursework. Using data from first and second year undergraduate psychology students at a UK university (N = 145), the results showed that both SER and SEW were related to actual writing performance. Overall the results support the importance of the concept of self-efficacy in relation to student performance. We discuss the relevance of self-efficacy on students' perceptions and self-regulations.

引用

页码：9 / 20

页数：12

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