Self-efficacy beliefs and writing intervention in normal-hearing and hearing-impaired pupils

Research output: Contribution to conferenceAbstract

Abstract

Introduction
Self efficacy (SE) relates to pupils' beliefs about their own capacities within a given field. It has been shown that an overestimation of one's own SE beliefs affects learning outcomes negatively. In the present study we examine SE beliefs in writing skills in two groups of secondary school pupils, one with hearing impairment, the other without.

Purpose
Text writing is a complex skill, involving many different processes. Accordingly, SE beliefs may vary considerably. This study has three main purposes. The first is to establish which aspects of the writing process pupils rate highest, and which they rate lowest. The second is to establish which aspects of SE beliefs are the best predictors of success in writing. The third is to establish how SE beliefs are affected by a writing intervention program. A comparison between the two groups is made for each of these three purposes.

Method
As part of a writing intervention program, 18 writing-related SE statements were formulated (e.g., "I am able to give structure to a text by dividing it into paragraphs", "I can write a text that is understandable to a reader"). The statements were chosen such that they roughly represented four different aspects of the writing process: practical skill of typing on a computer keyboard (2), structuring a text (3), content (8), spelling and grammar (5). These statements were rated on a scale from 0 to 100 by 61 pupils (8 hearing impaired, 53 normal hearing), once before the intervention and once after. Additionally, the pupils wrote short texts at different times during the intervention. The global quality of these texts was rated on a scale from 0 to 100. Scores within each of the SE ratings were compared before and after the intervention, and also used as predictors for text quality in a regression analysis.

Results
On average, the pupils rated their spelling and typing skills somewhat lower than their content and structure skills. The ratings after the intervention were higher than those before. Interestingly, some SE beliefs affected text quality positively, others negatively. No major differences between the two groups were found.

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Subject classification (UKÄ) – MANDATORY

  • Learning
Original languageEnglish
Publication statusAccepted/In press - 2018 Mar 16
Publication categoryResearch
Peer-reviewedYes
Event17th International Clinical Phonetics and Linguistics Association Conference - Corinthia Hotel, St Julian’s, Malta
Duration: 2018 Oct 232018 Oct 25
Conference number: 17
https://www.um.edu.mt/events/icpla2018

Conference

Conference17th International Clinical Phonetics and Linguistics Association Conference
Abbreviated titleICPLA2018
CountryMalta
CitySt Julian’s
Period2018/10/232018/10/25
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