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- Title
Toward a better understanding of student perceptions of writing feedback: a mixed methods study.
- Authors
Zumbrunn, Sharon; Marrs, Sarah; Mewborn, Caitlin
- Abstract
This explanatory sequential mixed methods study investigated the writing feedback perceptions of middle and high school students ( N = 598). The predictive and mediational roles of writing self-efficacy and perceptions of writing feedback on student writing self-regulation aptitude were examined using mediation regression analysis. To augment the quantitative findings, the explanations students provided for either liking or disliking writing feedback were explored using open-ended questions. Quantitative findings revealed that students' perceptions of the feedback they receive about their writing partially mediated the relationship between writing self-efficacy and writing self-regulation aptitude. Qualitative data suggested ways in which students perceive writing feedback-both positive and negative. Collectively, the quantitative and qualitative data illustrate the influential role writing feedback perceptions plays in middle and high school student writing motivation and self-regulation beliefs.
- Subjects
HANDWRITING; MIDDLE school students; HIGH school students; SELF-efficacy; MOTIVATION research
- Publication
Reading & Writing, 2016, Vol 29, Issue 2, p349
- ISSN
0922-4777
- Publication type
Article
- DOI
10.1007/s11145-015-9599-3