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ERIC Number: EJ1089616
Record Type: Journal
Publication Date: 2016-Feb
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0922-4777
Toward a Better Understanding of Student Perceptions of Writing Feedback: A Mixed Methods Study
Zumbrunn, Sharon; Marrs, Sarah; Mewborn, Caitlin
Reading and Writing: An Interdisciplinary Journal, v29 n2 p349-370 Feb 2016
This explanatory sequential mixed methods study investigated the writing feedback perceptions of middle and high school students (N = 598). The predictive and mediational roles of writing self-efficacy and perceptions of writing feedback on student writing self-regulation aptitude were examined using mediation regression analysis. To augment the quantitative findings, the explanations students provided for either liking or disliking writing feedback were explored using open-ended questions. Quantitative findings revealed that students' perceptions of the feedback they receive about their writing partially mediated the relationship between writing self-efficacy and writing self-regulation aptitude. Qualitative data suggested ways in which students perceive writing feedback--both positive and negative. Collectively, the quantitative and qualitative data illustrate the influential role writing feedback perceptions plays in middle and high school student writing motivation and self-regulation beliefs.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Middle Schools; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A