Examining Dimensions of Self-Efficacy for Writing.

By R. Bruning, Michael S. Dempsey, Douglas Kauffman, Courtney McKim, S. Zumbrunn. 2013

450 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f2655e906619e5550c75da96ea82076757cdb7d3

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Citations in the corpus

A Multicomponent Measure of Writing Motivation With Basic College Writers (2016, methodology): “Bruning and his colleagues (Bruning et al., 2013; Kauffman et al., 2010) found positive correlations between self-efficacy and affect, and others have found negative correlations between self-efficacy and writing apprehension (Pajares et al., 2000). The positive correlations of belief in the importa”
Student, teacher and class-level correlates of Flemish late elementary school children’s writing performance (2016, background): “Based on previous research (Bruning et al., 2013), it is expected that self-efficacy for conventions will be more strongly correlated with writing performance compared to self-efficacy for ideation and self-efficacy for regulation.”
The Relationship among Strategic Writing Behavior, Writing Motivation, and Writing Performance with Young, Developing Writers (2017, methodology): “This replicated and extended previous research (e.g., Bruning et al., 2013; Graham et al., 2007; Klassen, 2002; Knudson, 1995; Pajares, 2003; Pajares et al., 1999; Saddler & Graham, 2007; Shell et al., 1989), demonstrating that motivational variables predict students’ writing performance.”
Toward a better understanding of student perceptions of writing feedback: a mixed methods study (2015, methodology): “An adapted version of the Self-Efficacy for Writing Scale (SEWS; Bruning et al., 2013) was used to provide information about students’ beliefs about their writing abilities.”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, unknown): “For example, Bruning et al. (2013) established a self-efficacy scale for writing that measured students’ confidence about ideation, conventions and the writing process, and found that self-efficacy for writing positively predicted writing competence.”
The Role of Cognitive and Affective Factors in Measures of L2 Writing (2018, background): “Reliabilities for all three factors have been found to be high (above .80) (Bruning et al., 2013).”
Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong (2019, methodology): “The motivation measures were mainly adopted from Bruning et al. (2013) and Dweck’s (2014) questionnaires.”
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “Sun and Wang (2020) extended the linguistic factor of Bruning et al.’s model (2013) and included ideation, organization, grammar and spelling, and use of English writing.”
Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong (2018, methodology): “Most researchers usually treat self-efficacy as a predictor of students’ SRL strategy use (Bruning et al., 2013).”