A structural equation model on academic writing self-efficacy beliefs of students at English medium universities

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2021-1-28

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Solar Şekerci, Ayşegül

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The study examined the nature of the relationship among academic reading self-efficacy, academic socialization, academic writing tasks, and academic writing self-efficacy and to what extent academic reading self-efficacy mediated the relationship among reading frequency, career interest, and academic writing self-efficacy. A sample of 1060 students, studying at English-medium instruction universities, selected from the accessible population participated in the study. The data were collected through student surveys. Relevant descriptive statistics, exploratory factor analysis, confirmatory factor analysis and structural equation modeling were utilized in data analysis. The scales showed good psychometric characteristics with high-reliability coefficients. The results of structural model testing indicated a model with a mediocre fit. Academic reading self-efficacy was found to be the strongest predictor of four factors of academic writing self-efficacy namely, ideation, mechanics, organization and regulation. Among academic socialization variables, departmental environment variable also significantly predicted three factors of academic writing self-efficacy, while relationships with faculty members and peers did not have a significant effect on any of the factors. There was a positive and significant relationship among short writing tasks and academic writing self-efficacy while the long writing tasks yielded a significant negative association with ideation, mechanics, and organization. In addition, academic reading self-efficacy significantly mediated the relationship between reading frequency, career interest, and academic writing self-efficacy variables. Overall the model explained 83% of the variance in undergraduate students’ academic writing self-efficacy beliefs in ideation, 68% of the variance in mechanics, 94% of the variance in organization, and 86% of the variance in regulation.

Subject Keywords

Academic Writing Self-Efficacy, Academic Reading Self-Efficacy, Academic Socialization, English as Medium of Instruction, Higher education

URI

https://hdl.handle.net/11511/89618

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Graduate School of Social Sciences, Thesis

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Citation Formats

A. Solar Şekerci, “A structural equation model on academic writing self-efficacy beliefs of students at English medium universities,” Ph.D. - Doctoral Program, Middle East Technical University, 2021.