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 Copy

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

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.

Graduation Semester

2024-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/127196

Copyright and License Information

Copyright 2024 Zachary Petrea

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