Hier Bridget O, Mahony Kristen E
Department of Counseling, School, and Educational Psychology.
Sch Psychol Q. 2018 Sep;33(3):408-418. doi: 10.1037/spq0000226. Epub 2017 Aug 31.
Although intervention procedures exist for improving elementary-aged students' writing fluency skills, less is known about how their writing self-efficacy develops upon participating in these procedures. In this study, 117 second grade students participated in an evidence-based performance feedback writing intervention. Students reported higher levels of self-efficacy in their writing abilities after participating in the intervention than they did at baseline. Although their experiences with task mastery and positive feedback did not impact their writing self-efficacy, the effort they put forth during the intervention was a significant predictor. These results may provide initial guidance for the development of students' self-efficacy in the context of school-based interventions, and they have specific implications for how the performance feedback intervention procedures may be refined to more systematically target students' task effort in future research. (PsycINFO Database Record
虽然存在一些干预程序来提高小学生的写作流畅性技能，但对于他们在参与这些程序后写作自我效能感如何发展，我们了解得较少。在本研究中，117名二年级学生参与了一项基于证据的表现反馈写作干预。与基线相比，学生在参与干预后报告其写作能力的自我效能感水平更高。虽然他们在任务掌握和积极反馈方面的经历并未影响其写作自我效能感，但他们在干预过程中付出的努力是一个重要的预测因素。这些结果可能为在学校干预背景下学生自我效能感的发展提供初步指导，并且对于如何改进表现反馈干预程序以在未来研究中更系统地针对学生的任务努力具有特定意义。（PsycINFO数据库记录）
