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Predicting efficacy to teach writing: The role of attitudes, perceptions of students' progress, and epistemological beliefs
Graham, Steve1; Hsiang, Tien Ping2; Ray, Amber B3; Zheng, Guihua4; Hebert, Michael5
2022-06
Source PublicationElementary School Journal
ISSN1554-8279
Abstract

Three studies examined if teachers' belief about writing predicted their efficacy to teach writing. We surveyed primary grade teachers from Taiwan (N = 782), Shanghai (N = 429), and the United States (N = 214). At each location, teachers completed surveys assessing their attitudes toward their own writing and the teaching of writing, beliefs about their students’ progress as writers, and epistemological beliefs about writing instruction, writing development, and writing knowledge. We examined if each of these beliefs made unique and statistically significant contributions to predicting efficacy to teach writing after variance due to all other predictors as well as personal and contextual variables were first controlled. With one exception, these three sets of beliefs each accounted for unique variance in predicting teacher efficacy at each location. There was, however, variability in unique variance in teacher efficacy scores accounted for by specific beliefs across locations and the factor structure of various measures by location.

KeywordWriting Teacher Efficacy Teacher Beliefs Attitudes Epistemological Beliefs
Subject Area教育学
DOIhttps://doi.org/10.1086/720640
Indexed BySSCI
Language英語English
Funding ProjectStudy of pathophysiological mechanisms and cognitive consequences of microinfarcts and beneficial effects of omega-3 polyunsaturated fatty acids on attenuating microinfarcts and improving vascular dementia ; The Feasibility of Establishing a Mediation Legal System in Macao ; Grades 1 to 3 writing instruction: A survey in the USA & China
WOS SubjectEducation, Scientific Disciplines ; Psychology
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Document TypeJournal article
CollectionFaculty of Education
Affiliation1.Mary Lou Fulton Teachers College, Arizona State University
2.Faculty of Education, University of Macau
3.Department of Special Education, University of Illinois at Urbana-Champaign
4.School of Humanities, Shanghai Normal University
5.College of Education and Human Sciences, University of Nebraska- Lincoln
Recommended Citation
GB/T 7714
Graham, Steve,Hsiang, Tien Ping,Ray, Amber B,et al. Predicting efficacy to teach writing: The role of attitudes, perceptions of students' progress, and epistemological beliefs[J]. Elementary School Journal,2022.
APA Graham, Steve,Hsiang, Tien Ping,Ray, Amber B,Zheng, Guihua,&Hebert, Michael.(2022).Predicting efficacy to teach writing: The role of attitudes, perceptions of students' progress, and epistemological beliefs.Elementary School Journal.
MLA Graham, Steve,et al."Predicting efficacy to teach writing: The role of attitudes, perceptions of students' progress, and epistemological beliefs".Elementary School Journal (2022).
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