Practical implications for postsecondary writing pedagogy synthesized from included studies¶

Strategy · All strategies
Evidence · 6 claims (6 for) · 1 study (1 review), q2 · 1 of 1 report an effect size · 6 claims rest on one study

Description¶

The review's narrative analysis of the implications researchers drew from their studies identifies recurring pedagogical themes: students' tendency to overinflate their writing self-efficacy, recognition of the developmental nature of writing ability, the importance of teacher attitudes and instructional climate, the influence of feedback on writing self-efficacy, and approaches to teaching and guiding writing. These implications were identified by the researchers of the included papers based on their findings and written in their discussion and conclusion sections. The review offers them as potential directions for future writing instruction in postsecondary settings.

Design Implications¶

Context¶

Requirements¶

• Implications should be grounded in studies meeting the review's quality threshold of at least 50% of possible quality points

Constraints¶

• The implications are exploratory and drawn from studies with varied settings, designs, and methodological choices, so they are not established causal recommendations

Target Learners¶

• postsecondary undergraduate and graduate students

Target Learning Goals¶

• writing self-efficacy and writing performance in academic writing contexts

Claims¶

• No gender differences in writing self-efficacy were found in any included postsecondary study [+W]
• Writing apprehension and anxiety show strong negative correlations with writing self-efficacy in postsecondary students [+W]
• Students who like writing report the highest writing self-efficacy across all studies examining writing attitude [+W]
• 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 [+W]
• Writing self-efficacy typically improves over a single academic term but fluctuates and drops when students enter new writing contexts [+W]
• Writing self-efficacy correlates weakly with writing performance in postsecondary studies, with most correlations below 0.25 [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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