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Examining the multidimensional role of self-efficacy for writing on student writing self-regulation and grades in
Sharon Zumbrunn1, Michael Broda1, Divya Varier2
1Virginia Commonwealth University, Richmond, Virginia, USA.
Background:
The powerful role of self-efficacy on student achievement is clear. Less clear, however, is our understanding of the specific roles of the different factors of writing self-efficacy on student writing self-regulation and success.
Aims:
This study expands our knowledge about student writing self-efficacy - including its dimensions and the relationship between its dimensions and practical writing outcomes with students from different age groups.
Sample:
Participants were 992 elementary and 518 high school students across 65 teachers and 6 schools in the United States.
Methods:
Data were collected via online questionnaires, one assessing student writing self-efficacy and the others teachers' reports of student writing self-regulation and writing/ELA grades.
Results:
Confirmatory factor analysis (CFA) results demonstrated significantly improved model fit for a three-factor model of writing self-efficacy compared to a one-factor model. A measurement invariance analysis of the writing self-efficacy scale indicated scalar invariance between the elementary and secondary samples. Structural equation modelling (SEM) results indicated that the second self-efficacy factor, self-efficacy for writing conventions, was statistically significantly related to writing/ELA grades for elementary students (β = .33, p < .001) as well as for high school students (β = .27, p < .01). Conventions were also the only factor statistically significantly related to teacher-reported student writing self-regulation for both elementary students (β = .26, p < .01) and high school students (β = .37, p < .001). Self-efficacy for ideation and self-efficacy for self-regulation were not found to be significantly related to either student writing/ELA grades or teacher-reported self-regulation (all ps > .19).
Conclusions:
Results support the multidimensionality of writing self-efficacy. In addition, findings emphasize a meaningful link between students' beliefs in their ability to conform to the rules of writing and their writing self-regulation and success.
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