Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy
It is well established that students’ beliefs in skill malleability influence their academic performance. Specifically, thinking of ability as an incremental (vs. fixed) trait is associated with better outcomes. Though this was shown across many domains, little research exists into these beliefs in...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SIG Writing of EARLI
2017-10-01
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| Series: | Journal of Writing Research |
| Subjects: | |
| Online Access: | http://www.jowr.org/abstracts/vol9_2/Limpo_Alves_2017_9_2_abstract.html |
| _version_ | 1818496045373456384 |
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| author | Teresa Limpo Rui A. Alves |
| author_facet | Teresa Limpo Rui A. Alves |
| author_sort | Teresa Limpo |
| collection | DOAJ |
| description | It is well established that students’ beliefs in skill malleability influence their academic performance. Specifically, thinking of ability as an incremental (vs. fixed) trait is associated with better outcomes. Though this was shown across many domains, little research exists into these beliefs in the writing domain and into the mechanisms underlying their effects on writing performance. The aim of this study was twofold: to gather evidence on the validity and reliability of instruments to measure beliefs in skill malleability, achievement goals, and self-efficacy in writing; and to test a path-analytic model specifying beliefs in writing skill malleability to influence writing performance, via goals and self-efficacy. For that, 196 Portuguese students in Grades 7-8 filled in the instruments and wrote an opinion essay that was assessed for writing performance. Confirmatory factor analyses supported instruments’ validity and reliability.
Path analysis revealed direct effects from beliefs in writing skill malleability to mastery goals (ß = .45); from mastery goals to self-efficacy for conventions, ideation, and self-regulation (ß = .27, .42, and .42, respectively); and from self-efficacy for self-regulation to writing performance (ß = .16); along with indirect effects from beliefs in writing skill malleability to self-efficacy for self-regulation via mastery goals (ß = .19), and from mastery goals to writing performance via self-efficacy for self-regulation (ß = .07). Overall, students’ mastery goals and self-efficacy for self-regulation seem to be key factors underlying the link between beliefs in writing skill malleability and writing performance. These findings highlight the importance of attending to motivation-related components in the teaching of writing. |
| first_indexed | 2024-12-10T18:28:16Z |
| format | Article |
| id | doaj.art-1d489ebfa140475f839b8dd267d78d7c |
| institution | Directory Open Access Journal |
| issn | 2030-1006 2294-3307 |
| language | English |
| last_indexed | 2024-12-10T18:28:16Z |
| publishDate | 2017-10-01 |
| publisher | SIG Writing of EARLI |
| record_format | Article |
| series | Journal of Writing Research |
| spelling | doaj.art-1d489ebfa140475f839b8dd267d78d7c2022-12-22T01:38:00ZengSIG Writing of EARLIJournal of Writing Research2030-10062294-33072017-10-019297125doi:10.17239/jowr-2017.09.02.01Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacyTeresa Limpo Rui A. AlvesIt is well established that students’ beliefs in skill malleability influence their academic performance. Specifically, thinking of ability as an incremental (vs. fixed) trait is associated with better outcomes. Though this was shown across many domains, little research exists into these beliefs in the writing domain and into the mechanisms underlying their effects on writing performance. The aim of this study was twofold: to gather evidence on the validity and reliability of instruments to measure beliefs in skill malleability, achievement goals, and self-efficacy in writing; and to test a path-analytic model specifying beliefs in writing skill malleability to influence writing performance, via goals and self-efficacy. For that, 196 Portuguese students in Grades 7-8 filled in the instruments and wrote an opinion essay that was assessed for writing performance. Confirmatory factor analyses supported instruments’ validity and reliability. Path analysis revealed direct effects from beliefs in writing skill malleability to mastery goals (ß = .45); from mastery goals to self-efficacy for conventions, ideation, and self-regulation (ß = .27, .42, and .42, respectively); and from self-efficacy for self-regulation to writing performance (ß = .16); along with indirect effects from beliefs in writing skill malleability to self-efficacy for self-regulation via mastery goals (ß = .19), and from mastery goals to writing performance via self-efficacy for self-regulation (ß = .07). Overall, students’ mastery goals and self-efficacy for self-regulation seem to be key factors underlying the link between beliefs in writing skill malleability and writing performance. These findings highlight the importance of attending to motivation-related components in the teaching of writing.http://www.jowr.org/abstracts/vol9_2/Limpo_Alves_2017_9_2_abstract.htmlwritingmotivationbeliefs in writing skill malleabilityachievement goalsself-efficacy |
| spellingShingle | Teresa Limpo Rui A. Alves Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy Journal of Writing Research writing motivation beliefs in writing skill malleability achievement goals self-efficacy |
| title | Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy |
| title_full | Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy |
| title_fullStr | Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy |
| title_full_unstemmed | Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy |
| title_short | Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy |
| title_sort | relating beliefs in writing skill malleability to writing performance the mediating role of achievement goals and self efficacy |
| topic | writing motivation beliefs in writing skill malleability achievement goals self-efficacy |
| url | http://www.jowr.org/abstracts/vol9_2/Limpo_Alves_2017_9_2_abstract.html |
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