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ERIC Number: EJ948921
Record Type: Journal
Publication Date: 2011-Dec
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0346-251X
College English Writing Affect: Self-Efficacy and Anxiety
Woodrow, Lindy
System: An International Journal of Educational Technology and Applied Linguistics, v39 n4 p510-522 Dec 2011
This article describes a research project into the self-efficacy and anxiety of college English students at four universities in China. A total of 738 participants completed a questionnaire measuring self-efficacy and anxiety in writing in English. This was immediately followed by a writing task. The questionnaire used a seven point Likert type scale to measure self-efficacy and anxiety in writing. The questionnaire also included open ended questions concerning student perceptions of effort, actual effort and parental pressure. The quantitative data relating to self-efficacy and anxiety were analysed using structural modelling techniques. In the first instance, confirmatory factor analysis provided evidence for the validity of constructs. Subsequently a full structural model was hypothesised and tested. The hypothesized model indicated that both anxiety and self-efficacy predicted writing performance. However, in a re-specified model a better fit was achieved. The final model indicated that the relationship between writing performance and anxiety was mediated by self-efficacy. This supports Bandura (1986) social cognitive theory of learning that perceptions of affect can influence self-efficacy beliefs. From the open ended data the results indicated that anxious students were more likely to experience parental pressure, have low effort perceptions and low actual effort; those students with high efficacy were more likely to have high effort perceptions, were less likely to experience parental pressure and were likely to spend longer studying English. (Contains 5 figures and 11 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China