"Sorry, but I Suck at Writing": A Study of Writing Self-efficacy in First-Year College Students

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Greene, M. -E. (2016). "Sorry, but I Suck at Writing": A Study of Writing Self-efficacy in First-Year College Students. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

In this study, current research on writing self-efficacy—"confidence that one can perform successfully in a particular domain" (Bruning 25)—and data from a local survey of first-year college students, or freshmen, is used to examine dispositions towards writing abilities among students tagged as "advanced" and "average." Two studies were conducted, the first with 62 freshmen in first-year writing courses and the second with 26 freshmen enrolled in a jump-start summer program. The first study found that the majority of the students reported a lack of confidence in their writing skills and largely identified as basic writers; the second study’s results were the opposite. This dichotomy between writing self-efficacy in students labeled in university writing placement testing as "average" versus students labeled as "advanced" raises questions about labeling and writing performance. The study concludes with a call for further research regarding pedagogical strategies that promote writing confidence regardless of the students’ assumed ability.

Details
Author

Greene, Mary-Elizabeth

Title

"Sorry, but I Suck at Writing": A Study of Writing Self-efficacy in First-Year College Students

Physical Description

1 online resource (79 pages) : PDF

Date

2016

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

In this study, current research on writing self-efficacy—"confidence that one can perform successfully in a particular domain" (Bruning 25)—and data from a local survey of first-year college students, or freshmen, is used to examine dispositions towards writing abilities among students tagged as "advanced" and "average." Two studies were conducted, the first with 62 freshmen in first-year writing courses and the second with 26 freshmen enrolled in a jump-start summer program. The first study found that the majority of the students reported a lack of confidence in their writing skills and largely identified as basic writers; the second study’s results were the opposite. This dichotomy between writing self-efficacy in students labeled in university writing placement testing as "average" versus students labeled as "advanced" raises questions about labeling and writing performance. The study concludes with a call for further research regarding pedagogical strategies that promote writing confidence regardless of the students’ assumed ability.

Genre

masters theses

Subjects--Topics

Education, Higher
Adult education
Social sciences--Research

Degree

M.A.

Keywords

Anxiety
Apprehension
Attitude
Confidence
Self-Efficacy
Writing

Subject Area

English

Advisor(s)

Mullin, Joan

Committee Members

Morgan, Meg
Vorhies, Heather

Degree Note

Thesis (M.A.)--University of North Carolina at Charlotte, 2016.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Greene_uncc_0694N_11087

Permalink

http://hdl.handle.net/20.500.13093/etd:251