Please use this identifier to cite or link to this item:
https://hdl.handle.net/20.500.14279/3430
Title: | Can process portfolios affect students' writing self-efficacy? |
Authors: | Iolie Nicolaidou |
Major Field of Science: | Social Sciences |
Field Category: | Media and Communications |
Keywords: | Self-efficacy;Students;Cyprus |
Issue Date: | 2012 |
Source: | International Journal of Educational Research, 2012, vol.56, pp.10-22 |
Volume: | 56 |
Start page: | 10 |
End page: | 22 |
Journal: | International Journal of Educational Research |
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: | https://hdl.handle.net/20.500.14279/3430 |
ISSN: | 08830355 |
DOI: | 10.1016/j.ijer.2012.08.002 |
Rights: | © 2012 Elsevier |
Type: | Article |
Affiliation : | Cyprus University of Technology |
Appears in Collections: | Άρθρα/Articles |
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