Open Access Dissertation
Date of Award
This dissertation examines and analyzes the work of two sections of basic writing over the course of one semester. I explore relevant research in Writing Studies, Cognitive Psychology, and Educational Psychology to build a framework within which to discuss pedagogical strategies implemented to support student’s self-directed learning behaviors and to positively affect their efficacy beliefs. Through an analysis of students’ written work, I determined whether and how this pedagogy facilitated students’ articulation of efficacy beliefs as evidence through the language of their reflective writing assignments. Analysis of the data suggests three major arguments: first, that while self-efficacy is a complex construct to identify and analyze qualitatively, the multi-causal construct of goal articulation serves as a helpful tool with which to measure it; second, that students’ development and discussion of personal learning objectives – in which students break down those objectives into component parts making the monitoring of their learning accessible and task-based – appears to facilitate students’ use of multi-causality in their writing; third, that identifying task-based learning throughout the course of a semester can lead teachers and researchers to see students’ own language as it relates to their perceptions of success in a writing classroom.
Latawiec, Amy Ann, "Self-Directed Learning And The Development Of Self-Efficacy In Basic Writing" (2016). Wayne State University Dissertations. 1457.
Cognitive Psychology Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons