High school boys’ and girls’ writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?
This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students' gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/668071 |
| Acceso en línea: | http://hdl.handle.net/10486/668071 https://dx.doi.org/10.1080/01443410.2013.836157 |
| Access Level: | acceso abierto |
| Palabra clave: | Gender-differences University-students Secondary Education Writing-to-learn Conceptions Self-efficacy Educación Psicología |
| Sumario: | This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students' gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students' writing conceptions. Educational implications and further research are discussed. |
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