A Study of Students’ Writing Self Efficacy: Making Language Arts Students More Confident Writers

Item

Title: A Study of Students’ Writing Self Efficacy: Making Language Arts Students More Confident Writers
Creator: Alexandria Ilyse Chipman
Degree Name: Master of Arts in Teaching (initial licensure)
Project Type: Action Research Project
Date: 6/15/2025
Abstract: This study examined how to increase the self-efficacy, or belief in one's ability to overcome challenges, of 12th grade language arts students as writers. The project operated under the tenets of Social Cognitive Theory (Bandura, 1986). Specifically the research examined the impact of increasing students' mastery over their least confident writing skills on their overall writing self-efficacy, academic performance, and time management skills. To enact this research data was collected from students where they identified the writing skills/knowledge areas they had the least confidence in. Those areas were then retaught with instructional supports given such as: cognitive modeling, peer modeling, small group collaboration, individualized feedback, and supplemental supportive materials. The effect of these instructional supports and the focus on students’ self-efficacy beliefs included an overall increase in students academic performance, growth in students time management skills, and growth in certain areas of students’ writing self-efficacy.
Keywords: Self-Efficacy; Social Cognitive Theory; Writing Confidence
Committee Member: Marcus Wenzel; Marcus Wenzel; Janet Rust
Rights: Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.; https://rightsstatements.org/page/InC/1.0/?language=en
Language: eng
Type: Text
Identifier: LexiChipman_ARP_2025

Item sets: Graduate Work

Media: LexiChipman_ARP_2025.pdf