High school boys' and girls' writing conceptions and writing self-efficacy beliefs : what is their role in writing performance?

Abstract: 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.

 Fuente: Educational Psychology, 2015 Vol. 35, No. 6, 653–674

Editorial: Taylor & Francis

 Año de publicación: 2015

Nº de páginas: 12

Tipo de publicación: Artículo de Revista

 DOI: 10.1080/01443410.2013.836157

ISSN: 0144-3410,1469-5820

Url de la publicación: http://dx.doi.org/10.1080/01443410.2013.836157