High school boys' and girls' writing conceptions and writing self-efficacy beliefs : what is their role in writing performance?
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2015Abstract
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.
Palabras clave
Self-efficacy
Conceptions
Writing-to-learn
Synthesis
Gender
Derechos
© Taylor & Francis . "This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on 2015, available online: http://wwww.tandfonline.com/10.1080/01443410.2013.836157”
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Educational Psychology, 2015 Vol. 35, No. 6, 653–674
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Taylor & Francis
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