Abstract
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.
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Kim, JA., Lorsbach, A.W. Writing Self-Efficacy in Young Children: Issues for the Early Grades Environment. Learning Environ Res 8, 157–175 (2005). https://doi.org/10.1007/s10984-005-7248-5
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DOI: https://doi.org/10.1007/s10984-005-7248-5