Self-efficacy for writing and written text quality of upper secondary students with and without reading difficulties.

ABSTRACT:

Introduction

Self-efficacy for writing (SEW) and reading ability are some of several factors that may be related to the quality of written text that students produce. The aim of the current study was (1) to explore the variation in SEW and written text quality in L1-Swedish and L2-English among upper secondary students with different reading profiles in L1 (typical reading vs. reading difficulties) and with different study backgrounds (SB1year or SB2years = one or two years of studies of Swedish and English, respectively), and in the next step (2) to explore if individual variations in L1-reading and SEW may explain variation in written text quality.

Methods

Participants were 100 upper secondary students (aged 17-18) with different reading profiles operationalized as typical

SUBMITTER: Sehlstrom P 

PROVIDER: S-EPMC10557487 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature