Writing Self-Efficacy and Student Ownership: Exploring Middle School Writing Perceptions through Increased Ownership in the Classroom

Author

Ruth Clark

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.

Comments

Action Research Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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