Assessing student-writers’ self-efficacy beliefs about text revision in EFL writing
Tài liệu tham khảo
Adams, 2010, Undergraduate students’ ability to revise text effectively: Relationships with topic knowledge and working memory, Journal of Research in Reading, 33, 54, 10.1111/j.1467-9817.2009.01432.x
Alamargot, 2001
Allal, 2004, Revision revisited
Bandura, 1986
Bandura, 1997
Bandura, 2004, Swimming against the mainstream: The early years from chilly tributary to transformative mainstream, Behaviour Research and Therapy, 42, 613, 10.1016/j.brat.2004.02.001
Bandura, 2005, Guide for constructing self-efficacy scales
Barkaoui, 2016, What and when second-language learners revise when responding to timed writing tasks on the computer: The roles of task type, second language proficiency, and keyboarding skills, Modern Language Journal, 100, 320, 10.1111/modl.12316
Bentler, 1990, Comparative fit indices in structural models, Psychological Bulletin, 107, 238, 10.1037/0033-2909.107.2.238
Bong, 2006, Asking the right question: How confident are you that you could successfully perform these tasks?
Boscolo, 2007, The multiple meanings of motivation to write
Brown, 2006, Confirmatory factor analysis for applied research
Bruning, 2015, Self-efficacy beliefs and motivation in writing development
Bruning, 2013, Dimensions of self-efficacy for writing, Journal of Educational Psychology, 105, 25, 10.1037/a0029692
Butler, 2011, Investigating instruction for improving revision of argumentative essays, Written Communication, 28, 70, 10.1177/0741088310387891
Butterfield, 1996, Environmental, cognitive and metacognitive influences on text revision, Educational Psychology Review, 8, 239, 10.1007/BF01464075
Cattell, 1966, The scree test for the number of factors, Multivariate Behavioural Research, 1, 245, 10.1207/s15327906mbr0102_10
Chambers, 2011, Composition and revision in computer-based written assessment, Research Notes, 43, 25
Chanquoy, 2001, How to make it easier for children to revise their writing: A study of text revision from 3rd to 5th grades, British Journal of Educational Psychology, 71, 15, 10.1348/000709901158370
Chanquoy, 2009, Revision processes
Chenoweth, 2001, Fluency in writing: Generating text in L1 and L2, Written Communication, 18, 80, 10.1177/0741088301018001004
Costello, 2005, Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis, Practical Assessment, Research, & Evaluation, 10, 1
Crawford, 2008, Analysis of student revisions on a state writing test, Assessment for Effective Intervention, 33, 108, 10.1177/1534508407311403
Cresswell, 2000, Self-monitoring in student writing, ELT Journal, 54, 235, 10.1093/elt/54.3.235
De La Paz, 2013, Revising strategy instruction in inclusive settings: Effects for English learners and novice writers, Learning Disabilities Research and Practice, 28, 129, 10.1111/ldrp.12011
Dörnyei, 2007
East, 2009, Evaluating the reliability of a detailed analytic scoring rubric for foreign language writing, Assessing Writing, 14, 88, 10.1016/j.asw.2009.04.001
Edwards, 2014, Three (or four) factors, four (or three) models
Faigley, 1981, Analyzing revision, College Composition and Communication, 32, 400, 10.2307/356602
Field, 2013
Flower, 1986, Detection, diagnosis, and the strategies of revision, College Composition and Communication, 37, 16, 10.2307/357381
Glasswell, 2003
Graham, 1997, Executive control in the revising of students with learning and writing difficulties, Journal of Educational Psychology, 89, 223, 10.1037/0022-0663.89.2.223
Hacker, 1994, Text revision: Detection and correction of errors, Journal of Educational Psychology, 86, 65, 10.1037/0022-0663.86.1.65
Hayes, 1996, A new framework for understanding cognition and affect in writing
Hayes, 2004, What triggers revision?
Hayes, 2012, Modeling and remolding writing, Written Communication, 29, 369, 10.1177/0741088312451260
Hayes, 2017, Cognitive processes in writing
Hayes, 1980, Identifying the organization of writing processes
Hayes, 1987, Cognitive processes in revision
Heubeck, 2000, Confirmatory factor analysis and reliability of the Mental Health Inventory for Australia Adolescents, Psychological Reports, 87, 43, 10.2466/pr0.2000.87.2.431
Hu, 1999, Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling, 6, 1, 10.1080/10705519909540118
Hutcheson, 1999
Kaiser, 1960, The application of electronic computers to factor analysis, Educational and Psychological Measurement, 20, 141, 10.1177/001316446002000116
Khuder, 2015, L2 writing in test and non-test situations: Process and product, Journal of Writing Research, 6, 233, 10.17239/jowr-2015.06.03.2
Kormos, 2012, The role of individual differences in L2 writing, Journal of Second Language Writing, 21, 390, 10.1016/j.jslw.2012.09.003
Lee, 1990, A simple rule for generating equivalent models in covariance structure modeling, Multivariate Behavioral Research, 25, 313, 10.1207/s15327906mbr2503_4
Lindgren, 2006, Analysing online revision
Lindgren, 2006, Writing and the analysis of revision: An overview
MacArthur, 2012, Evaluation and revision processes in writing
MacArthur, 2015, Self-regulated instruction in college developmental writing, Journal of Educational Psychology, 107, 855, 10.1037/edu0000011
MacCallum, 1993, The problem of equivalent models in applications of covariance structure analysis, Psychological bulletin, 114, 185, 10.1037/0033-2909.114.1.185
McCarthy, 1985, Self-efficacy and writing: A different view of self-evaluation, College Composition and Communication, 36, 465, 10.2307/357865
Moos, 2014, Setting the stage for the metacognition during hypermedia learning: What motivation constructs matter?, Computer & Education, 70, 128, 10.1016/j.compedu.2013.08.014
Myhill, 2007, More than just error correction: Students’ perspectives on their revision processes during writing, Written Communication, 24, 323, 10.1177/0741088307305976
New Zealand Council for Educational Research (NZCER), 2012
O’Conner, 2000, SPSS and SAS programs for determining the number of components using parallel analysis and Velicer's MAP test, Behaviour Research Methods, Instruments, & Computers, 32, 396, 10.3758/BF03200807
Ong, 2013, Effects of the manipulation of cognitive processes on EFL writers’ text quality, TESOL Quarterly, 47, 375, 10.1002/tesq.55
Pajares, 1996, Self-efficacy beliefs in academic settings, Review of Educational Research, 66, 543, 10.3102/00346543066004543
Pajares, 2003, Self-efficacy beliefs, motivation, and achievements in writing: A review of the literature, Reading & Writing Quarterly, 19, 139, 10.1080/10573560308222
Pajares, 2007, Empirical properties of a scale to assess writing self-efficacy in school contexts, Measurement and Evaluation in Counseling and Development, 39, 239, 10.1080/07481756.2007.11909801
Pajares, 1995, Self-efficacy beliefs and general mental ability in mathematical problem-solving, Contemporary Educational Psychology, 29, 426, 10.1006/ceps.1995.1029
Pajares, 2001, Response format in writing self-efficacy assessment: Greater discrimination increases prediction, Measurement and Evaluation in Counseling and Development, 33, 214, 10.1080/07481756.2001.12069012
Paris, 1990, Developmental aspects of self-regulated learning, Educational Psychologist, 25, 87, 10.1207/s15326985ep2501_7
Petrić, 2003, Validating a writing strategy questionnaire, System, 31, 187, 10.1016/S0346-251X(03)00020-4
Pintrich, 1990, Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33, 10.1037/0022-0663.82.1.33
Piolat, 2004, Processing time and cognitive effort in revisions: Effects of error type and of working memory capability
Porte, 1996, When writing fails: How academic context and past learning experiences shape revision, System, 24, 107, 10.1016/0346-251X(95)00056-P
Rahimi, 2018, Effects of task complexity and planning conditions on L2 argumentative writing production, Discourse Processes, 55, 726, 10.1080/0163853X.2017.1336042
Raimes, 2001, What unskilled ESL students do as they write: A classroom study of composing
Raykov, 2008
Reise, 2012, The rediscovery of bifactor measurement models, Multivariate Behavioural Research, 47, 667, 10.1080/00273171.2012.715555
Rindskoph, 1988, Some theory and applications of confirmatory second-order factor analysis, Multivariate Behavioural Research, 23, 51, 10.1207/s15327906mbr2301_3
Roussey, 2008, Critical reading effort during text revision, European Journal of Cognitive Psychology, 20, 765, 10.1080/09541440701696135
Scardamalia, 1983
Schunk, 1981, Modeling and attributional effects on children's achievements: A self-efficacy analysis, Journal of Educational Psychology, 73, 93, 10.1037/0022-0663.73.1.93
Schunk, 2016, Self-efficacy theory in education
Schunk, 2012, Self-efficacy as engaged learning
Schunk, 2002, Self-efficacy in education revisited: Empirical and applied evidence
Schunk, 2009, Self-efficacy theory
Schunk, 2010, Self-efficacy beliefs
Schunk, 2012, Social cognitive theory and motivation
Schunk, 2014
Sengupta, 2000, An investigation into the effects of revision strategy instruction on L2 secondary school learners, System, 28, 97, 10.1016/S0346-251X(99)00063-9
Shek, 2014, Confirmatory factor analysis using AMOS: A demonstration, International Journal on Disability and Human Development, 13, 191, 10.1515/ijdhd-2014-0305
Shell, 1995, Developmental and ability differences in self-efficacy, causal attribution, and outcome expectancy mechanics in reading and writing achievement, Journal of Educational Psychology, 87, 386, 10.1037/0022-0663.87.3.386
Silva, 1993, Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications, TESOL Quarterly, 27, 657, 10.2307/3587400
Steiger, 1980, Statistically-based tests for the number of common factors
Stevenson, 2006, Revising in two languages: A multi- dimensional comparison of online writing revisions in L1 and FL, Journal of Second Language Writing, 15, 201, 10.1016/j.jslw.2006.06.002
Stipek, 1998
Stipek, 1981, Perceived personal control and academic achievement, Review of Educational Research, 51, 101, 10.3102/00346543051001101
Tabachnick, 2007
Teng, 2016, A Questionnaire-based validation of multidimensional models of self-regulated learning strategies, Modern Language Journal, 100, 674, 10.1111/modl.12339
Teng, 2018, Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language, Metacognition and Learning, 13, 213, 10.1007/s11409-017-9171-4
Teng, 2018, Conceptualizing writing self-efficacy in English as a foreign language context: Scale validation through structural equation modeling, TESOL Quarterly, 52, 911, 10.1002/tesq.432
Troia, 2004, Writing instruction in middle schools: Special and general education teachers share their views and voice their concerns, Exceptionality, 12, 19, 10.1207/s15327035ex1201_3
Tucker, 1973, A reliability coefficient for maximum likelihood factor analysis, Psychometrika, 38, 1, 10.1007/BF02291170
Van Gelderen, 2004, Revision of form and meaning in learning to write comprehensible text, 103
Wigfield, 2012, Motivation in education
Woodrow, 2006, A model of adaptive language learning, The Modern Language Journal, 90, 297, 10.1111/j.1540-4781.2006.00424.x
Woodrow, 2011, College English writing affect: Self-efficacy and anxiety, System, 39, 510, 10.1016/j.system.2011.10.017
You, 2004, “The choice made from no choice”: English writing instruction in a Chinese University, Journal of Second Language Writing, 13, 97, 10.1016/j.jslw.2003.11.001
Zhang, 2013, Second language writing as and for second language learning, Journal of Second Language Writing, 22, 446, 10.1016/j.jslw.2013.08.010
Zhang, 2016, Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education, Australian Review of Applied Linguistics, 39, 203, 10.1075/aral.39.3.01zha
Zhao, 2010, Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom, Assessing Writing, 15, 3, 10.1016/j.asw.2010.01.002
Zimmerman, 1994, Impact of self-regulatory influences on writing course attainment, American Educational Research Journal, 31, 845, 10.3102/00028312031004845
Zimmerman, 1999, Acquiring writing revision skills: Shifting from processes to outcome self-regulatory goals, Journal of Educational Psychology, 91, 241, 10.1037/0022-0663.91.2.241
Zimmerman, 2002, Acquiring writing revision and self-regulatory skill through observation and emulation, Journal of Educational Psychology, 94, 660, 10.1037/0022-0663.94.4.660