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ERIC Number: EJ924378
Record Type: Journal
Publication Date: 2005-May
Pages: 19
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1387-1579
Writing Self-Efficacy in Young Children: Issues for the Early Grades Environment
Kim, Jin-Ah; Lorsbach, Anthony W.
Learning Environments Research, v8 n2 p157-175 May 2005
The intent of this study was to examine young children's perceptions of writing self-efficacy (Grades K-1). Most research studies find a significant relationship between self-efficacy and achievement in older students (Grades 4-16). Research has also shown that children are affected by personal perceived self-efficacy. Therefore, self-efficacy can affect young learners as well. There are few self-efficacy studies among young learners, especially kindergarten and first grade. This study was conducted to determine if young learners could describe their writing self-efficacy and, if so, how student perceptions compare to teachers' and researchers' perceptions. The data showed that participating students from kindergarten and first grade could describe their writing self-efficacy. Several characteristics of children with high and low writing self-efficacy are discussed. Comparisons between teachers', researchers', and children's perceptions of writing self-efficacy showed consistency with 14 of the 18 student participants.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A