An Examination of Self-Efficacy and the Impact of Self-Regulation Strategy Instruction on Struggling High School Writers
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Spring 2014
Abstract
This mixed methods design study qualitatively examined the phenomenon of self-efficacy from the participants' perspective. It explained, in qualitative terms, the metacognitive thoughts of struggling high school writers as they engaged in the process of writing persuasive essays. Additionally, this study examined, in quantitative terms, the effects of the STOP and DARE self-regulation strategy on the participants' persuasive writing achievement. The participants' self-efficacy for writing persuasive essays progressed in a positive way throughout the study. The participants displayed positive expressions, thoughts and ideas. Their writing achievement improved when they implemented the STOP and DARE self-regulation strategy.
Advisor
Susan Szabo
Subject Categories
Curriculum and Instruction | Education | Elementary Education
Recommended Citation
Farkas, Ferne Beth, "An Examination of Self-Efficacy and the Impact of Self-Regulation Strategy Instruction on Struggling High School Writers" (2014). Electronic Theses & Dissertations. 575.
https://digitalcommons.tamuc.edu/etd/575
