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A Template Analysis of Writing Self-Efficacy Measures
This study analyzed writing self-efficacy (WSE) measures for undergraduates, identifying key influencing categories and measurement gaps. Findings advance WSE measurement in nursing education.
Area of Science:
- Nursing Education
- Educational Psychology
- Academic Writing
Background:
- Writing self-efficacy (WSE) is crucial for academic success.
- Existing WSE measures for undergraduates lack comprehensive content.
- Bandura's self-efficacy theory and Flower and Hayes' writing model provide theoretical frameworks.
Purpose of the Study:
- To review the item content of existing writing self-efficacy (WSE) measures for undergraduate students.
- To identify critical categories of WSE based on established theories.
- To inform the development of a context-specific WSE measure for nursing students.
Main Methods:
- Systematic literature search across multiple databases (CINAHL, PsycINFO, ERIC, PubMed, Scopus, Google Scholar) from 1984-2015.
- Template analysis of 182 items from 11 distinct WSE instruments.
- Application of a nursing perspective to the analysis.
Main Results:
- Identification of 16 distinct categories influencing writing self-efficacy.
- Discovery of significant gaps in the content of current WSE measurement items.
- Analysis revealed a need for theoretically grounded and contextually relevant WSE assessment.
Conclusions:
- Theoretical examination is the foundational step for developing a nursing-specific WSE measure.
- This research contributes to nursing education by enhancing the measurement of WSE.
- Future development should focus on addressing identified measurement gaps for improved WSE assessment.
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