Academic writing genres and their relationship to task goals and self-efficacy in community college composition courses
Petrea, Zach S.
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https://hdl.handle.net/2142/127196
Description
Title
Academic writing genres and their relationship to task goals and self-efficacy in community college composition courses
Author(s)
Petrea, Zach S.
Issue Date
2024-11-22
Director of Research (if dissertation) or Advisor (if thesis)
Kalantzis, Mary
Doctoral Committee Chair(s)
Cope, William
Kalantzis, Mary
Committee Member(s)
Kang, Hyum-Sook
You, Yu-ling
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Community College
Composition
Writing
Genre
Self-efficacy
Goal-orientation
Mixed-methods
Achievement Goal
Language
eng
Abstract
This study examined whether academic writing genres assigned in the community college composition classroom affected student self-efficacy and goal-orientation. The impact of student motivation on success is well documented in the literature reviewed, as is the fact that motivation is itself impacted by task. However, the relationship between writing task and motivational factors related to writing goals and writing self-efficacy are less clear. Guided by social-cognitive theory, the study employs embedded mixed-methods research to qualitatively code instructor assignments in an emergent fashion. Two quantitative surveys were used to measure student Achievement Goal and writing self-efficacy with respect to instructor assignment genres. Results from this study indicate that student Achievement Goals do not change in relation to assignment genre, but that there are significant differences in self-efficacy between writing genres. In particular, Mastery Goals are positively correlated with self-efficacy, while Performance Avoidance Goals are negatively correlated with self-efficacy, Relational Reflective Writing, and Creative Identity.
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