Examining High School Students' Writing Self-Efficacy Perceptions

Autor/inn/en	Demirel, Mehmet Volkan; Aydin, Ibrahim Seçkin
Titel	Examining High School Students' Writing Self-Efficacy Perceptions
Quelle	In: International Journal of Education and Literacy Studies, 7 (2019) 4, S.106-114 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	High School Students; Writing Skills; Self Efficacy; Student Attitudes; Gender Differences; Institutional Characteristics; Books; Reading Habits; Grade 9; Grade 10; Instructional Program Divisions; Writing Processes; Measures (Individuals); Foreign Countries; Writing Instruction; Turkey + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Writing skill; Schreibfertigkeit; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Geschlechterkonflikt; Book; Buch; Monographie; Monografie; Reading habit; Lesegewohnheit; School year 09; 9. Schuljahr; Schuljahr 09; Messdaten; Ausland; Schreibunterricht; Türkei
Abstract	The aim of this study was to investigate whether high school students' writing self-efficacy perceptions differ based on their gender, grade level, type of high school and the number of books they read annually. A total of 585 students (Females = 270; and Males = 315) studying in the ninth and tenth grade classes from high schools of different type participated in the study. The results showed that high school students' self-efficacy perceptions differed based on their gender, grade level, school type and the number of book they read annually. This difference was observed in the writing stages of planning, drafting, revision and modification. Consequently, it was concluded that reading books positively affected individuals' writing self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01