Efficacy for writing self-regulation, attitude toward writing, and quality of second grade students' writing.

ABSTRACT: Motivational beliefs, such as writing self-efficacy and attitude toward writing, are believed to foster or hinder writing by influencing if one chooses to write, how much effort is committed to writing, and what cognitive resources writers apply. In the current study, we examined self-efficacy for writing self-regulation and attitude toward writing of 2,124 Grade 2 Norwegian students (1,069 girls; 1,055 boys). We investigated if there were differences in each of these beliefs between girls and boys and students who differed in their language status (Norwegian first language, Norwegian and another language both first language, or language other than Norwegian first language). We further tested if each of these writing motivational beliefs made statistically unique contributions to predictin

SUBMITTER: Skar GB 

PROVIDER: S-EPMC10616524 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature