High school boys’ and girls’ writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?
Entity
UAM. Departamento de Psicología BásicaPublisher
RoutledgeDate
2015-08Citation
10.1080/01443410.2013.836157
Educational Psychology 35.6 (2015): 653-674
ISSN
0144-3410 (print); 1469-5820 (online)DOI
10.1080/01443410.2013.836157Editor's Version
http://dx.doi.org/10.1080/01443410.2013.836157Subjects
Gender-differences; University-students; Secondary Education; Writing-to-learn; Conceptions; Self-efficacy; Educación; PsicologíaRights
© Taylor & FrancisAbstract
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.
Files in this item
Google Scholar:Villalón, Ruth
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Mateos Sanz, M. Mar
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Cuevas Fernández, María Isabel
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