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ERIC Number: EJ976662
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-1175-9232
The Use of the "Teaching as Inquiry Model" to Develop Students' Self-Efficacy in Literature Response Essay Writing
Featonby, Amy
Kairaranga, v13 n1 p24-35 2012
This article describes a project conducted with Year 12 English students. It was based on the model of "Teaching as Inquiry" (Ministry of Education, 2007) and aimed to develop students' self-efficacy in relation to their literature-response essay writing. Self-efficacy was measured using Bandura's (2006) self-efficacy scale and an intervention was put in place. Subsequent to the intervention, the students self-efficacy was measured again using the scale as well as interviews and observations with students. Results indicated that students self-efficacy in response to literature response essay writing had increased. Research has consistently shown a direct correlation between high self-efficacy and achievement (Alderman,2008). This study has confirmed this relationship, and has shown how student self-efficacy can be increased and thus bring about more positive outcomes. (Contains 1 figure and 8 tables.)
Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 12; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand