Writing self-efficacy typically improves over a single academic term but fluctuates and drops when students enter new writing contexts¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Most pretest–posttest studies found statistically significant improvement in writing self-efficacy across a single term of study. → Kim M. Mitchell 2023 q2 i? Longitudinal studies with three or more time points consistently find writing self-efficacy fluctuates and drops at a third measurement point or when students move to a new course or writing context. → 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 20 studies (40%) assessing change over time reports significant pre-to-post improvement in most single-term studies; three studies did not reach significance and two found decreases from pre to post term.

"Most studies found that writing self-efficacy demonstrated statistically significant improvement in a context where writing self-efficacy scores were assessed at the beginning and the end of a single term of study"

Kim M. Mitchell 2023 (2)¶

q2 · i? · review · r3

The review's synthesis of the four longitudinal studies with three or more time points reports improvement early on that flattened or declined by a third measurement; in one cohort, self-efficacy dropped significantly two years after a writing course ended before rising again.

"Rather than continuing to increase over time once a course ends, writing self-efficacy seems to consistently drop when students move into a new course or new writing context"

Discussion¶

Argument structure training increased students' self-reported confidence with the Toulmin model — related

Page metadata

Field	Value
`type`	`claim`
`id`	`writing-self-efficacy-change-over-time`
`title`	`Writing self-efficacy typically improves over a single academic term but fluctuates and drops when students enter new writing contexts`
`description`	`Writing self-efficacy typically improves over a single academic term but fluctuates and drops when students enter new writing contexts`
`status`	`review`
`evidence_strength`	`mixed`
`newest_evidence`	`2023`
`recheck_by`	`2028`
`generated`	by `process:wiki-ingest` on `2026-10-20`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `kim-m-mitchell-2023`, `kim-m-mitchell-2023-2`

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