1 / 17

Carol Callinan MSc. Bishop Grosseteste University College Lincoln

Developing effective student essay writing skills: a study of the modelling behaviour method and the impact of self-efficacy. Carol Callinan MSc. Bishop Grosseteste University College Lincoln Dr Emile van der Zee & Dr Garry Wilson University of Lincoln. Overview. Introduction

jorden-cortez
Télécharger la présentation

Carol Callinan MSc. Bishop Grosseteste University College Lincoln

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Developing effective student essay writing skills: a study of the modelling behaviour method and the impact of self-efficacy Carol Callinan MSc. Bishop Grosseteste University College Lincoln Dr Emile van der Zee & Dr Garry Wilson University of Lincoln

  2. Overview • Introduction • The Modelling Behaviour Method • Academic Self-Efficacy • Research Project • Results • Discussion

  3. Introduction Writing is a complex process (Braaksma et al, 2006) Reflection is a vital component of learning (Higgins, Hartley & Skelton, 2002) Post-submission feedback is used to encourage such reflection Underperforming students do not use feedback in the same way as high-performing students (Brookhart, 2001)

  4. Modelling Behaviour Method Bandura (1989) Experimental support: Braaksma, Rijlaarsdam & Van den Bergh, 2002 Braaksma, Rijlaarsdam, Van den Bergh & Van Hout-Walters, 2004 Van den Bergh, Rijlaarsdam & Couzjin, 2001 Schunk & Zimmerman, 2007

  5. Self-Efficacy “people’s judgements of their capabilities to organise and execute courses of action”(Bandura, 1987, page 391) • Influenced by: • Mastery • Vicarious experience • Verbal persuasion • Physiological states (Bandura, 1977, 1986; 1993)

  6. Self-efficacy Research • Multon et al (1991) • Pajares & Johnson (1996) • Sanders and Sanders (2003; 2009) - The Academic Confidence Scale

  7. Design 1st year undergraduate students enrolled on a psychology degree • Group 1 Control • Group 2 Critical evaluation of peers -Two groups – High and Underperforming • Group 3 Critical evaluation and peer feedback session -Two groups – High and Underperforming

  8. Design • 4 videos of second year students’ planning for the essay • “Are visual illusions merely amusing curiosities?”

  9. Timeline of Study • Week 1 and 4 of semester A students recruited for the study • Baseline - Formative essays from semester A • Week 4 semester B students attended one of the three group sessions and completed the first questionnaire • Formative essays from semester B collected, second questionnaire completed

  10. Predictions • The students in the group 2 will improve essay writing skills more than students who just receive traditional feedback • Students who receive an additional peer feedback session (Group 3) will improve essay writing skills more than those in the group 2 and group 1 • Underperforming students will benefit more from taking part in the critical evaluation and the additional peer feedback session when compared to high-performing students

  11. Predictions • High ratings on the academic self-efficacy scale will lead to high essay writing scores • High performing students will report higher levels of self-efficacy than underperforming students • Levels of academic self-efficacy will be influenced by the feedback received following submission

  12. Modelling Behaviour Method Results • Significant increase in essay scores between semester A & semester B • Significant difference between the high and underperformers • No significant effect of experimental group

  13. Self-efficacy Results • High performing students more confident on input variables • Underperforming students more confident on outcomes

  14. Interaction between semester B feedback and students self-efficacy ratings Confidence in the ability to obtain good marks Confidence in the ability to ask lecturers questions about materials • Some items on the questionnaire could be used to predict essay performance

  15. Summary / Discussion • No effect of method • Self reported ratings of confidence in some areas are related to essay scores • Influenced by feedback

  16. References • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioural change. Psychological Review, 84:2, 191-215. • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood, NJ: Prentice Hall. • Bandura, A. (1989). Social Cognitive Theory, in R. Vasta (Ed.), Annals of Child Development. Vol 6. Six theories of child development (pp.1-60). Greenwich, CT:JAI Press. • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28:2, 117-148. • Bandura, A. (1997). Self-efficacy. The exercise of control. New York: W. H. Freeman and Company. • Braaksma, M. A. H., Rijlaarsdam, G., & Van den Bergh, H. (2002). Observational learning and the effects of model-observer similarity. Journal of Educational Psychology, 94:2, 405-415. • Braaksma, M. A. H., Rijlaarsdam, G., Van den Bergh, H., & Van Hout-Wolters, B. H. A. M. (2004). Observational learning and its effects on the orchestration of the writing process. Cognition and Instruction, 22:1, 1-36. • Brookhart, S. M. (2001). Successful students’ formative and summative uses of assessment information. Assessment in Education, 8:2, 153-169. • Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27:1, 53-64. • Multon, K. D. Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counselling Psychology, 38, 30-38. • Pajares, F. (1996). Self-efficacy belief in academic settings. Review of Educational Research, 66:4, 543-578. • Pajares, F., & Johnson, M. J. (1996). Self-efficacy beliefs in the writing of high school students: A path analysis. Psychology in the Schools, 33, 163-175. • Sander, P., & Sanders, L. (2003). Measuring confidence in academic study: a summary report. Electronic Journal of Research in Educational Psychology and Psychopedagogy, 1:1, 1-17. • Sander, P., & Sanders, L. (2009). Measuring academic behavioural confidence: the ABC scale revisited. Studies in Higher Education, 34:1, 19-35. • Schunk, D. H. (1987). Peer models and children’s behavioural change. Review of Educational Research, 57, 149-174. • Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23, 7-25.

  17. Contact Details • Carol Callinan MSc. • carol.callinan@bishopg.ac.uk

More Related