The Reciprocal Effects Model between Writing Self-Efficacy and Writing Performance

• Main Authors: Chia-ling Tu, 涂嘉玲
• Other Authors: Huey-ing Tzou
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/15051532271897131695

碩士 === 國立臺南大學 === 教育學系測驗統計碩士班 === 101 === 　　The aim of this study was to develop a scale assessing elementary school students’ writing self-efficacy beliefs and to explore the relationship with writing performance. The study with a sample of 574 elementary school students provided evidence for one-factor structure of 12-item scale, named Elementary School Writing Self-Efficacy Scale (EWSES). 　　The EWSES was administered twice in this study. The internal consistency coefficients of EWSES were .91 and .93 respectively. The one factor accounted for 46.51% and 53.50% of the variance in two measures. The goodness of fit indicators of confirmatory factor analysis all fell in the ideal range. The writing self-efficacy and academic self-efficacy, Chinese grade, writing grade had significantly positive correlations. In addition, the EWSES was invariant across gender and grades. This study also examined the writing self-efficacy with different backgrounds. The results showed significant differences of writing self-efficacy in gender (girls > boys), but no significant differences in grades. 　　The result indicates that the estimate of writing self-efficacy on writing performance was nonsignificant, and the writing performance has a direct influence on writing self-efficacy; that is, the skill development model is evident. Therefore the skill development model maybe exist between writing performance and writing self-efficacy.