TY - JOUR
T1 - The impacts of self-efficacy on undergraduate students’ perceived task value and task performance of L1 Chinese integrated writing
T2 - A mixed-method research
AU - Yao, Yuan
AU - Zhu, Xinhua
AU - Zhu, Siyu
AU - Jiang, Yue
N1 - Funding Information:
We would like to thank all the participants involved. We gratefully acknowledge Mr. Pengfei Zhao and Miss Wandong Xu's assistance in collecting data. We had insightful comments from the journal guest editors Prof. Beverly Baker and Prof. Atta Gebril, as well as the anonymous reviewers, for which we are also very grateful.
Publisher Copyright:
© 2022 Elsevier Inc.
PY - 2023/1
Y1 - 2023/1
N2 - While integrated writing (IW) has received extensive research attention, students’ self-efficacy beliefs in IW learning remain under explored, particularly in first-language (L1) IW instruction. With a sample of 239 first-year undergraduate students at a Chinese university, this study investigated students’ L1 Chinese IW self-efficacy beliefs, as well as their impacts on perceived task value and IW performance. Exploratory factor analyses identified five sub-dimensions of IW self-efficacy: ideation, conventions, source use, negative emotion control, and concentration. Notably, source use was a unique sub-dimension for IW self-efficacy. Negative emotion control and concentration were separated from the self-regulation construct in Bruning et al. (2013). Latent profile analysis categorized students into three groups based on their diverse levels of IW self-efficacy: moderate-, moderate-high-, and high-efficacious students. Students’ IW self-efficacy levels had a positive association with their perceived IW task value; however, the relationship between self-efficacy and IW performance was insignificant. Nine representative students, three from each group, were invited for the follow-up semi-structured interviews, and their responses provided complementary information for the quantitative analyses results. Pedagogical suggestions on L1 IW instruction were provided based on the findings.
AB - While integrated writing (IW) has received extensive research attention, students’ self-efficacy beliefs in IW learning remain under explored, particularly in first-language (L1) IW instruction. With a sample of 239 first-year undergraduate students at a Chinese university, this study investigated students’ L1 Chinese IW self-efficacy beliefs, as well as their impacts on perceived task value and IW performance. Exploratory factor analyses identified five sub-dimensions of IW self-efficacy: ideation, conventions, source use, negative emotion control, and concentration. Notably, source use was a unique sub-dimension for IW self-efficacy. Negative emotion control and concentration were separated from the self-regulation construct in Bruning et al. (2013). Latent profile analysis categorized students into three groups based on their diverse levels of IW self-efficacy: moderate-, moderate-high-, and high-efficacious students. Students’ IW self-efficacy levels had a positive association with their perceived IW task value; however, the relationship between self-efficacy and IW performance was insignificant. Nine representative students, three from each group, were invited for the follow-up semi-structured interviews, and their responses provided complementary information for the quantitative analyses results. Pedagogical suggestions on L1 IW instruction were provided based on the findings.
KW - Chinese-as-a-first-language
KW - Integrated writing
KW - Self-efficacy
KW - Task value
UR - http://www.scopus.com/inward/record.url?scp=85145319085&partnerID=8YFLogxK
U2 - 10.1016/j.asw.2022.100687
DO - 10.1016/j.asw.2022.100687
M3 - Journal article
AN - SCOPUS:85145319085
SN - 1075-2935
VL - 55
JO - Assessing Writing
JF - Assessing Writing
M1 - 100687
ER -