Date of Award
Master of Education (MEd)
Patricia C. Kornelis
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.
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.