Date of Award
January 2017
Degree Type
Thesis
Degree Name
Master of Science (MS)
Department
Psychology
Advisor(s)
Tanya Eckert
Second Advisor
Leonard Newman
Keywords
Elementary students, Performance feedback, Writing fluency, Writing self-efficacy
Subject Categories
Social and Behavioral Sciences
Abstract
National assessments have shown that a significant number of students are writing at a level below proficiency (National Center for Education Statistics, 2012; Persky, Daane, & Jin, 2003). The primary purpose of this study was to increase our understanding of the role of writing self-efficacy in relation to elementary-aged students’ writing fluency outcomes when they are receiving a performance feedback intervention. The study used secondary data collected from two larger studies, resulting in a final sample of 138 third-grade students from two cohorts. A hierarchical multiple regression analysis was conducted to examine whether students’ writing self-efficacy would predict their writing fluency outcomes in response to a performance feedback intervention. Results indicated that students’ writing self-efficacy was not a statistically significant predictor of writing fluency when students’ pre-intervention spelling and compositional skills were controlled for.
Access
Open Access
Recommended Citation
Eggleston, Brittany, "Relationship between Writing Self-Efficacy and Writing Fluency in a Performance Feedback Intervention" (2017). Theses - ALL. 131.
https://surface.syr.edu/thesis/131
