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Self-directed learning and the development of self-efficacy in basic writing.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Self-directed learning and the development of self-efficacy in basic writing./
Author:	Latawiec, Amy Ann.
Description:	1 online resource (176 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Subject:	Educational evaluation. -
Online resource:	click for full text (PQDT)
ISBN:	9781339685816

Self-directed learning and the development of self-efficacy in basic writing.
Latawiec, Amy Ann.

Self-directed learning and the development of self-efficacy in basic writing. - 1 online resource (176 pages)

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Wayne State University, 2016.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339685816Subjects--Topical Terms:

555501
Educational evaluation.
Index Terms--Genre/Form:

554714
Electronic books.

Self-directed learning and the development of self-efficacy in basic writing.
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100 1 $a Latawiec, Amy Ann. $3 1184841
245 1 0 $a Self-directed learning and the development of self-efficacy in basic writing.
264 0 $c 2016
300 $a 1 online resource (176 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Gwen Gorzelsky.
502 $a Thesis (Ph.D.)--Wayne State University, 2016.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational evaluation. $3 555501
650 4 $a Cognitive psychology. $3 556029
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a Wayne State University. $b English. $3 1184842
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