Students’ age and noncognitive traits predict writing self-efficacy and motivation

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kit W. Cho
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引用次数: 0

Abstract

The present study explored the relations of students’ age and noncognitive traits (grit, growth mindset, and college self-efficacy) on writing self-efficacy and writing motivation. Participants (N = 457) wrote a short reflection in response to a quote, after which they evaluated similar responses, purportedly written by their peers, that were either exemplary or poor. Participants who read the exemplary essays were less likely to believe they could write as well as their peers (writing self-efficacy) and less likely to write a second essay (writing motivation), demonstrating a discouragement by peer excellence effect. Grit, growth mindset, and college self-efficacy were all positive correlates of writing self-efficacy. Writing self-efficacy, in turn, predicted the willingness to write another essay. Older students reported higher levels of writing self-efficacy and exhibited greater writing motivation. Older students also reported higher levels of grit, college self-efficacy, and growth mindset. A parallel mediation analysis revealed an indirect effect of college self-efficacy on the relation between age and writing self-efficacy. These results suggest that educators should judiciously model the works of students’ exemplary peers and foster noncognitive traits that improve writing self-efficacy. The results also suggest that older students are more receptive to writing.

学生的年龄和非认知特征预测写作自我效能和动机
本研究探讨了学生年龄和非认知特质(毅力、成长心态和大学自我效能感)对写作自我效能感和写作动机的影响。参与者(N=457)对一句话写了一篇简短的反思,之后他们评估了据称是同龄人写的类似的回答,这些回答要么是模范的,要么是糟糕的。阅读示例性文章的参与者不太可能相信自己能写得和同龄人一样好(写作自我效能感),也不太可能写第二篇文章(写作动机),这表明同伴优秀效应会让他们气馁。Grit、成长心态和大学自我效能感均与写作自我效能感呈正相关。写作自我效能感反过来预测了写另一篇文章的意愿。年龄较大的学生的写作自我效能感水平较高,表现出更大的写作动机。年龄较大的学生也表现出更高的毅力、大学自我效能感和成长心态。平行中介分析显示,大学自我效能感对年龄与写作自我效能感之间的关系具有间接影响。这些结果表明,教育工作者应该明智地模仿学生模范同龄人的作品,培养非认知特征,以提高写作自我效能。研究结果还表明,年龄较大的学生更容易接受写作。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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