Author:
Bråten Ivar,Haverkamp Ymkje E.,Latini Natalia,Strømsø Helge I.
Abstract
Although writing self-efficacy has been a productive line of research for several decades, no prior writing self-efficacy measure has focused on students’ self-efficacy for integrating information across multiple sources when producing an academic text. To fill this gap in existing research on the measurement of writing motivation, we designed a measure targeting the extent to which students are confident that they can write an academic text that integrates content from several different sources. In a study with Norwegian undergraduate students (n = 136), this measure, which we called the Multiple-Source based Academic Self-Efficacy Scale (MAWSES), was validated by means of confirmatory factor analysis and relationships between the resulting unitary construct and other relevant constructs. The findings provided evidence concerning the reliability and validity of the MAWSES. In future research, this measure could be included as an independent variable to predict processes and products of multiple-source based, integrated academic writing, as a moderator or mediator of effects in writing intervention research, or as an outcome variable in its own right.
Reference89 articles.
1. Mapping the multidimensional nature of domain learning: the interplay of cognitive, motivational, and strategic forces;Alexander,1997
2. A model of domain learning: reinterpreting expertise as a multidimensional, multistage process;Alexander,2004
3. Working memory, but not IQ, predicts subsequent learning in children with learning disabilities;Alloway;Eur. J. Psychol. Assess.,2009
4. Rubric-referenced self-assessment and self-efficacy for writing;Andrade;J. Educ. Res.,2009