Progress in a social work writing course: Self-efficacy, course objectives, and skills

Although instructors express concerns about social work students’ writing skills, little research has been conducted. One remedy is a social work-focused writing course. This study assessed a required writing course with a sample of 49 baccalaureate students. From online pre- and post-test surveys, two student outcomes improved significantly: self-reported scores for writing self-efficacy and competence in course objectives. On-demand writing samples improved significantly based on anonymous rating by the course instructors; however, blind ratings found gains but not at a significant level. Improved outcomes were not associated with demographic or background characteristics. We discuss limitations of the study and implications for social work education

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

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 theWAGS, as well as the Self-efficacy forWriting Scale, and the LikingWriting 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

TRY plant trait database - enhanced coverage and open access

10.1111/gcb.14904GLOBAL CHANGE BIOLOGY261119-18