Third Grade Students' Writing Attitudes, Self-Efficacy Beliefs, and Achievement

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dc.contributor.advisorWigfield, Allanen_US
dc.contributor.authorWilliams, Heather Michelleen_US
dc.contributor.departmentHuman Developmenten_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2012-10-10T11:10:06Z
dc.date.available2012-10-10T11:10:06Z
dc.date.issued2012en_US
dc.description.abstractIn order to become successful members of society in the United States, students must be able to write effectively. However, many students are unwilling or unable to write by the time they leave high school. Two major factors linked to writing performance include writing attitudes and self-efficacy beliefs. The first objective of this research is an investigation of the effectiveness of an intervention designed to improve writing attitudes, self-efficacy beliefs, and achievement. The second objective is an examination of the relation between those constructs. Participants were given the Writing Attitude Survey, a writing skills self-efficacy scale, and a short writing assessment. Further, 50% of the participants participated in an intervention designed to increase positive writing attitudes, self-efficacy beliefs, and achievement. The study found a significant positive relation between writing self-efficacy and attitudes. The intervention was found to have no effect on the self-efficacy, attitudes, or performance of participants.en_US
dc.identifier.urihttp://hdl.handle.net/1903/12981
dc.subject.pqcontrolledEducationen_US
dc.subject.pquncontrolledachievementen_US
dc.subject.pquncontrolledattitudesen_US
dc.subject.pquncontrolledinterventionen_US
dc.subject.pquncontrolledself-efficacyen_US
dc.subject.pquncontrolledwritingen_US
dc.titleThird Grade Students' Writing Attitudes, Self-Efficacy Beliefs, and Achievementen_US
dc.typeThesisen_US

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