...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Frontiers in Psychology >Secondary Students' Writing Achievement Goals: Assessing the Mediating Effects of Mastery and Performance Goals on Writing Self-Efficacy, Affect, and Writing Achievement
【24h】

Secondary Students' Writing Achievement Goals: Assessing the Mediating Effects of Mastery and Performance Goals on Writing Self-Efficacy, Affect, and Writing Achievement

机译：中学生的写作成就目标：评估精通和绩效目标对写作自我效能，影响和写作成就的中介作用

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The two studies reported here explored the factor structure of the newly constructed Writing Achievement Goal Scale (WAGS), and examined relationships among secondary students' writing achievement goals, writing self-efficacy, affect for writing, and writing achievement. In the first study, 697 middle school students completed the WAGS. A confirmatory factor analysis revealed a good fit for this data with a three-factor model that corresponds with mastery, performance approach, and performance avoidance goals. The results of Study 1 were an indication for the researchers to move forward with Study 2, which included 563 high school students. The secondary students completed the WAGS, as well as the Self-efficacy for Writing Scale, and the Liking Writing Scale. Students also self-reported grades for writing and for language arts courses. Approximately 6 weeks later, students completed a statewide writing assessment. We tested a theoretical model representing relationships among Study 2 variables using structural equation modeling including students' responses to the study scales and students' scores on the statewide assessment. Results from Study 2 revealed a good fit between a model depicting proposed relationships among the constructs and the data. Findings are discussed relative to achievement goal theory and writing.
机译：此处报道的两项研究探索了新构建的写作成就目标量表（WAGS）的因素结构，并研究了中学生写作成就目标，写作自我效能感，写作情感和写作成就之间的关系。在第一项研究中，有697名中学生完成了WAGS。验证性因素分析显示，该数据具有三因素模型，该模型与精通，绩效方法和绩效回避目标相对应，非常适合此数据。研究1的结果为研究人员推进研究2提供了指示，其中包括563名高中学生。中学生完成了WAGS，写作自我效能感量表和喜欢写作量表。学生还可以自我报告写作和语言艺术课程的成绩。大约6周后，学生们完成了全州范围的写作评估。我们使用结构方程模型测试了代表研究2变量之间关系的理论模型，包括学生对学习量表的反应以及学生在全州评估中的得分。研究2的结果揭示了一个模型，该模型描述了构建体与数据之间的拟议关系。讨论了有关成就目标理论和写作的发现。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号