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- W2969078311 abstract "Developing academic writing skills is crucial to degree outcomes but can be specifically challengingfor widening participation students. Research suggests that writing support offered to universitystudents should also attend to the affective dimensions of writing, particularly self-efficacy beliefs.This thesis explores the benefits of a writing workshop designed to foster self-efficacy beliefs withthe broader aim of contributing to understanding of widening participation into Higher Education.The thesis reports on the impact of a writing self-efficacy intervention, using a quasi-experimentaldesign, to assess the effectiveness of three writing workshop conditions. Forty-two students,following a Foundation degree programme, completed writing self-efficacy questionnaires at threetime intervals. Correlational analysis investigated the relationship between assignment grades,academic goals and performance self–efficacy, and further statistical analysis assessed the impact ofthe different workshop conditions. In addition, qualitative research, in the form of eight semistructured interviews, explored the relative influence of each of the four sources of self-efficacy(mastery experience, vicarious experience, social persuasion and physiological and emotional state)on writing beliefs.The relationship observed between self-efficacy for writing, performance self-efficacy and academicgoals evidenced the importance of self-efficacy beliefs to academic attainment. Crucially, a lack ofcorrelation was observed between self-efficacy for writing and writing attainment, with studentsinterpreting their grades inconsistently. While students within the writing self-efficacy workshopsexperienced an uplift in self-efficacy for writing scores, this was not maintained over time. Masteryand vicarious experiences were fundamental in fostering self-efficacy beliefs, as was having aninternal academic locus of control.The research contributes new insights into the importance of an internal locus of control to longterm increases in self-efficacy beliefs. In addition, it contributes to the evidence that it is thestudent’s interpretation of their grade, not the grade itself, which impacts on their self-efficacybeliefs. This not only furthers our knowledge on the sources of self-efficacy beliefs but hasimplications for those supporting students to become more efficacious, particular with regards theiracademic writing." @default.
- W2969078311 created "2019-08-22" @default.
- W2969078311 creator A5052921563 @default.
- W2969078311 date "2019-01-01" @default.
- W2969078311 modified "2023-09-27" @default.
- W2969078311 title "I believe I can write: exploring theimpact of writing workshops on self-efficacy beliefs of Foundation degreestudents" @default.
- W2969078311 hasPublicationYear "2019" @default.
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