High school boys’ and girls’ writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?
Year: 2013
Type: article
Study design: Observational Study
Abstract: This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students’ writing conceptions. Educational implications and further research are discussed.
Source: Educational Psychology
Authors: Ruth Villalón, Mar Mateos, Isabel Cuevas
Institution: Universidad Autónoma de Madrid
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2142248588