The contribution of mastery experiences, performance feedback, and task effort to elementary-aged students' self-efficacy in writing

Bridget O. Hier, Kristen E. Mahony

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Although intervention procedures exist for improving elementary-aged students' writing fluency skills, less is known about how their writing self-efficacy develops upon participating in these procedures. In this study, 117 second grade students participated in an evidence-based performance feedback writing intervention. Students reported higher levels of self-efficacy in their writing abilities after participating in the intervention than they did at baseline. Although their experiences with task mastery and positive feedback did not impact their writing self-efficacy, the effort they put forth during the intervention was a significant predictor. These results may provide initial guidance for the development of students' self-efficacy in the context of school-based interventions, and they have specific implications for how the performance feedback intervention procedures may be refined to more systematically target students' task effort in future research.

Original languageEnglish (US)
Pages (from-to)408-418
Number of pages11
JournalSchool Psychology Quarterly
Volume33
Issue number3
DOIs
StatePublished - Sep 2018
Externally publishedYes

Keywords

  • Effort
  • Fluency
  • Performance feedback
  • Self-efficacy
  • Writing

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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