Zooming into two measurement issues in writing self-efficacy: revision as a distinct dimension and the generality hypothesis in argumentative writing.
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| Title: | Zooming into two measurement issues in writing self-efficacy: revision as a distinct dimension and the generality hypothesis in argumentative writing. |
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| Authors: | Wang, Jiali1 (AUTHOR) jialiw8@uci.edu, Graham, Steve2 (AUTHOR) steve.graham@asu.edu, Kim, Young-Suk G.1 (AUTHOR) youngsk7@uci.edu, Steiss, Jacob3 (AUTHOR) jsteiss@uci.edu |
| Source: | Reading & Writing. May2026, Vol. 39 Issue 5, p1849-1876. 28p. |
| Subject Terms: | *Revision (Writing process), *Written communication, *Cognitive psychology, Self-efficacy, Control (Psychology), Measurement uncertainty (Statistics) |
| Abstract: | Self-efficacy plays a crucial role in writing, influencing what and how students write. However, issues related to assessing this construct need further examination. The purpose of this study was twofold. First, we assessed the dimensionality and reliability of two versions of a self-efficacy scale for writing. One version assessed writing self-efficacy in a general manner, while the other version assessed self-efficacy for argumentative writing. Both versions of the scale assessed efficacy for writing ideation and self-regulation, and included efficacy for revising, a dimension rarely examined in studies of writing self-efficacy. Secondly, we tested the generality hypothesis, which posits that a writing self-efficacy measure that is more closely aligned to how writing is assessed is a better predictor of writing performance than a measure that is less closely aligned. A total of 426 middle and high school students were randomly assigned to complete either the general or argumentative specific writing self-efficacy scale. All students completed an argumentative writing task focused on a historical event in the United States, which was scored for quality of writing. Both the general and argumentative specific writing self-efficacy scales were found to be reliable measures with a multi-dimensional structure, including ideation, self-regulation, and revision. The revision subscale was validated as a distinct dimension, alongside ideation and self-regulation dimensions. The general and argumentative specific writing self-efficacy scales were similarly correlated with the quality of students' argumentative writing on a historical topic. This study did not provide evidence to support the generality hypothesis. Educational implications were discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193563728 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Zooming into two measurement issues in writing self-efficacy: revision as a distinct dimension and the generality hypothesis in argumentative writing. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wang%2C+Jiali%22">Wang, Jiali</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jialiw8@uci.edu</i><br /><searchLink fieldCode="AR" term="%22Graham%2C+Steve%22">Graham, Steve</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> steve.graham@asu.edu</i><br /><searchLink fieldCode="AR" term="%22Kim%2C+Young-Suk+G%2E%22">Kim, Young-Suk G.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> youngsk7@uci.edu</i><br /><searchLink fieldCode="AR" term="%22Steiss%2C+Jacob%22">Steiss, Jacob</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> jsteiss@uci.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. May2026, Vol. 39 Issue 5, p1849-1876. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Revision+%28Writing+process%29%22">Revision (Writing process)</searchLink><br />*<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Control+%28Psychology%29%22">Control (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement+uncertainty+%28Statistics%29%22">Measurement uncertainty (Statistics)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Self-efficacy plays a crucial role in writing, influencing what and how students write. However, issues related to assessing this construct need further examination. The purpose of this study was twofold. First, we assessed the dimensionality and reliability of two versions of a self-efficacy scale for writing. One version assessed writing self-efficacy in a general manner, while the other version assessed self-efficacy for argumentative writing. Both versions of the scale assessed efficacy for writing ideation and self-regulation, and included efficacy for revising, a dimension rarely examined in studies of writing self-efficacy. Secondly, we tested the generality hypothesis, which posits that a writing self-efficacy measure that is more closely aligned to how writing is assessed is a better predictor of writing performance than a measure that is less closely aligned. A total of 426 middle and high school students were randomly assigned to complete either the general or argumentative specific writing self-efficacy scale. All students completed an argumentative writing task focused on a historical event in the United States, which was scored for quality of writing. Both the general and argumentative specific writing self-efficacy scales were found to be reliable measures with a multi-dimensional structure, including ideation, self-regulation, and revision. The revision subscale was validated as a distinct dimension, alongside ideation and self-regulation dimensions. The general and argumentative specific writing self-efficacy scales were similarly correlated with the quality of students' argumentative writing on a historical topic. This study did not provide evidence to support the generality hypothesis. Educational implications were discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-025-10679-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 1849 Subjects: – SubjectFull: Revision (Writing process) Type: general – SubjectFull: Written communication Type: general – SubjectFull: Cognitive psychology Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Control (Psychology) Type: general – SubjectFull: Measurement uncertainty (Statistics) Type: general Titles: – TitleFull: Zooming into two measurement issues in writing self-efficacy: revision as a distinct dimension and the generality hypothesis in argumentative writing. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wang, Jiali – PersonEntity: Name: NameFull: Graham, Steve – PersonEntity: Name: NameFull: Kim, Young-Suk G. – PersonEntity: Name: NameFull: Steiss, Jacob IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 39 – Type: issue Value: 5 Titles: – TitleFull: Reading & Writing Type: main |
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