Developing self-efficacy toward writing research methods and classroom practices through awareness of writing experiences for high school students

dc.contributor.advisorChairperson, Graduate Committee: Sarah Penningtonen
dc.contributor.authorFrieling, Nicole Pamelaen
dc.date.accessioned2022-05-13T16:31:54Z
dc.date.available2022-05-13T16:31:54Z
dc.date.issued2020en
dc.description.abstractSelf-efficacy research of students' participation with the writing process considers the factors of ideation, convention, and self-management, or rather, the research depends on the skills and techniques of the student writer. While there is much research dedicated to exploring variables of experience within these factors, such as gender, age, demographics, etc., there is very little research which considers the factor of experience as a whole dimension of each unique students' writing process. This study investigated the writing self-efficacy beliefs held by junior and senior high school students in relation to their associations with writing conception, and how writing experiences might contribute to how self-efficacy and conception are established. Scores of self-efficacy and ratios of writing conception were gathered using surveys. Then, using an ANOVA hypothesis test for significance, self-efficacy scores were analyzed based on conception of writing. Further, open-ended questions were also administered through the survey gathering responses to understand student writing experiences. In conjunction with these responses, student participants created storyboards of their lifelong writing experiences. These artifacts were coded using Krippendorff (2013) coding techniques. The results show a relationship between how students' self-efficacy scores differ based on their conception of writing. Further, the results of this study imply there is a relationship between writing experiences, conception, and self-efficacy. In particular, this sample revealed themes associated with collaboration in writing. However, the results of this particular sample are not the end goal or purpose of this study. Rather, it is to demonstrate the necessity for considering students' experiences with writing in each unique sample of self-efficacy toward writing research. Educational implications and further research are discussed.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/16739en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Education, Health & Human Developmenten
dc.rights.holderCopyright 2020 by Nicole Pamela Frielingen
dc.subject.lcshHigh school studentsen
dc.subject.lcshSelf-efficacyen
dc.subject.lcshWritingen
dc.subject.lcshExperienceen
dc.subject.lcshPerceptionen
dc.subject.lcshStudents--Attitudesen
dc.titleDeveloping self-efficacy toward writing research methods and classroom practices through awareness of writing experiences for high school studentsen
dc.typeThesisen
mus.data.thumbpage58en
thesis.degree.committeemembersMembers, Graduate Committee: Ann Ellsworth; Allison Wynhoff Olsenen
thesis.degree.departmentEducation.en
thesis.degree.genreThesisen
thesis.degree.nameMEden
thesis.format.extentfirstpage1en
thesis.format.extentlastpage85en

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