<p> Gender, physiological states, self-regulation, and writing achievement in relation to student writing self-efficacy were examined using a mixed-method approach. Student writing self-efficacy, physiological states, and self-regulation were investigated through surveys and student interviews. Male and female students were selected from two northeast Georgia suburban high schools. Student achievement was measured from the Georgia Milestones test given to 11th grade Language Arts students. A 3 x 2 ANOVA was conducted to research the significance of gender, physiological states, self-regulation, and achievement with writing. Students were given two surveys on self-regulation and writing self-efficacy. </p><p> Findings revealed certain physiological states, such as how a student feels when writing, and self-regulation, how a student copes with these physiological states and how the student adjusts to overcome these obstacles significantly interact with one another. However, writing self-efficacy did not make a significant difference on writing achievement. Writing self-efficacy, physiological states, self-regulation, and writing achievement were gender neutral, meaning gender did not have a significant interaction or make a difference on the results of the surveys or achievement in writing through the Georgia Milestones. </p><p> This research was conducted so that findings could be of value to educators when teaching writing and help them understand the intrinsic value of writing, as well as to make educators aware of the physiological states students experience when writing, to help them better understand how students self-regulate when writing, and to demonstrate how this may play a role in writing achievement.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10285245 |
| Date | 15 June 2017 |
| Creators | Springer, Donna |
| Publisher | Piedmont College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0018 seconds