Graduate Thesis Or Dissertation
 

The development and validation of a writing self-efficacy scale for adult basic writers and its use in correlational analysis

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/8w32r8160

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  • The major purposes of this study were (1) to construct a reliable and valid scale for measuring writing self-efficacy levels in adult basic education students, (2) to further test the scale's validity and reliability by administering it to a second selected group of adult basic education students, and (3) to demonstrate its utility by showing its use in correlational analyses. In the first of three phases, 156-item statements were initially developed. These statements were evaluated by a Delphi panel and reduced to a 77-item writing self-efficacy scale and administered to 490 adult basic education students from ten community colleges located in Oregon. A systematic procedure of statistical analyses was used that resulted in 25 item-statements meeting criteria for acceptance into the revised writing self-efficacy scale. The revised 25-item scale was administered to a second group of 239 ABE students from six other community colleges in Oregon. The same statistical procedures, as in phase one, resulted in a 25-item writing self-efficacy scale. Factor analyses resulting in a clustering of 21 out of 25 items on two factors argued for some evidence of unidimensionality, but further analyses were recommended. The scale's construct validity was demonstrated by showing a strong divergent correlation with the Daly-Miller Writing Apprehension Scale. Having established evidence of the scale's validity and reliability, the use of the writing self-efficacy scale in conducting correlational analyses was demonstrated. Nine variables were studied, with two variables showing strong relationships with writing self-efficacy, a negative one with writing apprehension and a positive one with writing improvement. It was concluded that the newly revised 25-item writing self-efficacy scale showed preliminary evidence of reliability and validity but it was recommended for further study with other selected groups of adult basic education students. The scale's unidimensionality was also suggested for further study, in order to analyze the underlying factors that make up the construct of writing self-efficacy in adult basic education students. Moreover, the development of this scale offered a first step in assessing the important construct of writing self-efficacy in adult basic education students and provided a useful tool in assessing such a construct.
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