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|Title:||Can process portfolios affect students' writing self-efficacy?||Authors:||Nicolaidou, Iolie||Keywords:||Self-efficacy
|Issue Date:||2012||Publisher:||Elsevier||Source:||International Journal of Educational Research, 2012, Volume 56, Pages 10-22||Abstract:||Can process portfolios that support students in goal setting, reflection, self-evaluation and feedback have a positive impact on students' writing self-efficacy? This article presents the findings of a yearlong study conducted in three 4th grade elementary classes in Cyprus where paper-based and web-based portfolios were implemented to help students document their progress. Using a non-equivalent pre-test post-test design it was found that the self-efficacy of students who used portfolios for their essay writing process over an academic year increased significantly (p< .05), compared to control students who did not. The increase of writing self-efficacy corresponded to an increase of writing performance (p< .05). This study also verified the connection between Bandura's self-efficacy theory and portfolio affordances. Instructional implications for portfolio implementation are offered.||URI:||http://ktisis.cut.ac.cy/handle/10488/6926||ISSN:||08830355||DOI:||10.1016/j.ijer.2012.08.002||Rights:||© 2012 Elsevier Ltd.|
|Appears in Collections:||Άρθρα/Articles|
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