Research paper on The Mediating Role of Achievement Goals and Self-Efficacy in the Relationship between Beliefs in Writing Skill Malleability and Writing Performance

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Title: The Mediating Role of Achievement Goals and Self-Efficacy in the Relationship between Beliefs in Writing Skill Malleability and Writing Performance

Abstract: It is a known truth that a student’s perception of how changeable their skills affect the level of academic success they experience. The conviction that aptitude is a quality that can be developed through time rather than a fixed trait is significantly correlated with achieving better results. Even though this has been demonstrated to be true across several domains, there has not been much study on the beliefs in question or the processes that account for their impact on writing performance in the context of the writing domain. The objective of this particular study was concerned with the assessment of a path-analytic model. Investigation. Suggested that self-efficacy and goals will influence writing performance if one believes writing skills are malleable. It also aimed to gather information on the validity and dependability of the metrics used to assess writing self-efficacy, achievement goals, and views about the malleability of writing skills. The concept suggested that their objectives and feeling of self-efficacy would influence a person’s writing performance if they believed that their writing skills could be developed over time. The 196 Portuguese seventh- and eighth-graders were assigned to complete the necessary paperwork and write an opinion essay, which was then used to gauge their writing proficiency. The validity and reliability of the measures were supported and validated by studies that examined confirmatory variables. The results of the path analysis show that one’s mastery objectives (=.45), self-efficacy for conventions, ideation, and self-regulation (=.27,.42, and.42, respectively), and writing performance (=.16) are all directly influenced by one’s views about the adaptability of one’s writing abilities. The finding confirms that Higher educated individuals are more inclined to believe that their writing abilities are flexible. The importance of these beliefs is shown by the fact that the addition of mastery targets permits beliefs in the malleability of writing talents to affect self-efficacy for self-regulation (=.45) indirectly. The body of research demonstrates that mastery goals and self-efficacy for self-regulation play a significant role in the relationship between students’ writing performance and their belief in the malleability of writing skills. These findings are significant because they demonstrate the value of concentrating on aspects of the writing process connected to an individual’s degree of motivation.”

Keywords: writing, motivation, beliefs in writing skill malleability, achievement goals, self-efficacy

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Paper Quality: SCOPUS / Web of Science Level Research Paper

Subject: ELT – English Language Teaching

Writer Experience: 20+ Years

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