Writing interventions had variable effects on writing self-efficacy and performance, with coping models outperforming mastery models and no-model controls in sentence-combining training¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the nine interventional studies, effects on writing performance and writing self-efficacy were variable, sometimes showing improvement and sometimes no change by condition. → Kim M. Mitchell 2023 q2 i? In Zimmerman and Kitsantas's randomized sentence-combining study, the coping model group achieved the highest performance and self-efficacy, followed by the mastery model group, then the no-model group. → Kim M. Mitchell 2023 (2)

Evidence¶

Kim M. Mitchell 2023¶

Kim M. Mitchell, Sharon Zumbrunn, Danielle N. Berry, Lisa Demczuk. (2023). Writing Self-Efficacy in Postsecondary Students: a Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09798-2

q2 · i? · review · r3

The review's synthesis of the nine interventional studies (18%), which tested sentence combining, mood primers, risk taking, modeling, faculty training, strategy instruction, and scaffolding, reports condition-dependent effects; many studies had small samples with under 20 participants per condition.

"Findings across the studies showed that interventions had variable effects on both writing performance and writing self-efficacy, sometimes showing improvement and sometimes showing no change based on condition"

Kim M. Mitchell 2023 (2)¶

Kim M. Mitchell, Sharon Zumbrunn, Danielle N. Berry, Lisa Demczuk. (2023). Writing Self-Efficacy in Postsecondary Students: a Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09798-2

q2 · i? · review · r2

The review's summary of Zimmerman and Kitsantas's six-group randomized intervention (n = 12 per group) reports significant main effects for modeling and social feedback on performance and self-efficacy with no interaction effects, and a decline in self-efficacy over time greatest in the no-model, no-feedback group.

"Coping group had the highest performance assessments and self-efficacy levels, followed by mastery, followed by no model"

Discussion¶

Related Claims¶

• Peer models raised self-efficacy and skill better than teacher models, but model-competence findings conflict across studies — related
• Coping versus mastery model benefits depend on task difficulty and observers' prior success — related