Date of Award
5-2019
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Graduate Education
First Advisor
Patricia C. Kornelis
Abstract
This action research study explored whether increased student ownership in writing influenced student self-efficacy in writing tasks. Previous literature shows that student engagement often decreases during middle school years when students desire to have more ownership over their learning. Forty-six students participated in this six-week study in a seventh grade writing and language arts class. For this study, students were surveyed regarding their self-efficacy towards writing tasks before and after a series of interventions related to student ownership. The results revealed a measurable decrease in writing self-efficacy within the intervention group of students.
Recommended Citation
Clark, Ruth, "Writing Self-Efficacy and Student Ownership: Exploring Middle School Writing Perceptions through Increased Ownership in the Classroom" (2019). Master of Education Program Theses. 133.
https://digitalcollections.dordt.edu/med_theses/133
Comments
Action Research Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education