Twenty-nine Mixtures: Adult Postsecondary Learners' Writing Self-efficacy Perceptions in a First-term Composition Course

Twenty-nine Mixtures: Adult Postsecondary Learners' Writing Self-efficacy Perceptions in a First-term Composition Course

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Little was known about the specific nuances of adult postsecondary learners' perceived writing self-efficacy. Data about such perceptions could inform instructors about the attitudes and perspectives learners have about themselves as writers and about writing in general. Previous studies had not researched in depth the subjective character of adult learners' writing self-efficacy perceptions with particular reference to adult learning theory. This study explored these components with first-term postsecondary writing instructors as they worked with first-term learners to improve their writing skills. The objectives of the study were to identify and describe examples of adult postsecondary learners' writing self-efficacy perceptions expressed in qualitative, emergent-design inquiries; and to develop information about learners' writing self-efficacy to inform instructors conceptually and practically to create a useful theory of learning. The study focused on characteristics and ideas that adult learners shared about their writing and their writing self-efficacy. By looking at cases individually and comparatively, the research provided snapshots and a composite picture of learners' attitudes, feelings, and thoughts about their writing skills and writing in general. It proceeded through emergent design inquiries as a multicase study, cross-case analysis, balanced by the pre-structure set by the literature and research methodology. Data were collected inductively through a narrative composition that asked respondents about their writing self-efficacy; open-ended focus group interviews that required respondents to reflect upon and clarify their narratives; and observational notes taken about the respondents' statements and classroom participation.604, on the other hand, was eager to learn how the development of essay-style writing could help her a€œto write better, ... her outlook on writing, but 021 thought her reliance on her a€œ7th gradera€ skills contributed to a€œthis sense of inadequacy.


Title:Twenty-nine Mixtures: Adult Postsecondary Learners' Writing Self-efficacy Perceptions in a First-term Composition Course
Author: Shawn L. Stanford
Publisher:ProQuest - 2008
ISBN-13:

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