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Can process portfolios affect students’ writing self-efficacy?
ARTICLE

International Journal of Educational Research Volume 56, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

Can process portfolios that support students in goal setting, reflection, self-evaluation and feedback have a positive impact on students’ writing self-efficacy? This article presents the findings of a yearlong study conducted in three 4th grade elementary classes in Cyprus where paper-based and web-based portfolios were implemented to help students document their progress. Using a non-equivalent pre-test post-test design it was found that the self-efficacy of students who used portfolios for their essay writing process over an academic year increased significantly (p<.05), compared to control students who did not. The increase of writing self-efficacy corresponded to an increase of writing performance (p<.05). This study also verified the connection between Bandura's self-efficacy theory and portfolio affordances. Instructional implications for portfolio implementation are offered.

Citation

Nicolaidou, I. (2012). Can process portfolios affect students’ writing self-efficacy?. International Journal of Educational Research, 56(1), 10-22. Elsevier Ltd. Retrieved June 19, 2019 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2012.08.002

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