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Carol Callinan MSc. Bishop Grosseteste University College Lincoln

Developing effective student essay writing skills: a study of the modelling behaviour method and the impact of self-efficacy. Carol Callinan MSc. Bishop Grosseteste University College Lincoln Dr Emile van der Zee & Dr Garry Wilson University of Lincoln. Overview. Introduction

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Carol Callinan MSc. Bishop Grosseteste University College Lincoln

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  1. Developing effective student essay writing skills: a study of the modelling behaviour method and the impact of self-efficacy Carol Callinan MSc. Bishop Grosseteste University College Lincoln Dr Emile van der Zee & Dr Garry Wilson University of Lincoln

  2. Overview • Introduction • The Modelling Behaviour Method • Academic Self-Efficacy • Research Project • Results • Discussion

  3. Introduction Writing is a complex process (Braaksma et al, 2006) Reflection is a vital component of learning (Higgins, Hartley & Skelton, 2002) Post-submission feedback is used to encourage such reflection Underperforming students do not use feedback in the same way as high-performing students (Brookhart, 2001)

  4. Modelling Behaviour Method Bandura (1989) Experimental support: Braaksma, Rijlaarsdam & Van den Bergh, 2002 Braaksma, Rijlaarsdam, Van den Bergh & Van Hout-Walters, 2004 Van den Bergh, Rijlaarsdam & Couzjin, 2001 Schunk & Zimmerman, 2007

  5. Self-Efficacy “people’s judgements of their capabilities to organise and execute courses of action”(Bandura, 1987, page 391) • Influenced by: • Mastery • Vicarious experience • Verbal persuasion • Physiological states (Bandura, 1977, 1986; 1993)

  6. Self-efficacy Research • Multon et al (1991) • Pajares & Johnson (1996) • Sanders and Sanders (2003; 2009) - The Academic Confidence Scale

  7. Design 1st year undergraduate students enrolled on a psychology degree • Group 1 Control • Group 2 Critical evaluation of peers -Two groups – High and Underperforming • Group 3 Critical evaluation and peer feedback session -Two groups – High and Underperforming

  8. Design • 4 videos of second year students’ planning for the essay • “Are visual illusions merely amusing curiosities?”

  9. Timeline of Study • Week 1 and 4 of semester A students recruited for the study • Baseline - Formative essays from semester A • Week 4 semester B students attended one of the three group sessions and completed the first questionnaire • Formative essays from semester B collected, second questionnaire completed

  10. Predictions • The students in the group 2 will improve essay writing skills more than students who just receive traditional feedback • Students who receive an additional peer feedback session (Group 3) will improve essay writing skills more than those in the group 2 and group 1 • Underperforming students will benefit more from taking part in the critical evaluation and the additional peer feedback session when compared to high-performing students

  11. Predictions • High ratings on the academic self-efficacy scale will lead to high essay writing scores • High performing students will report higher levels of self-efficacy than underperforming students • Levels of academic self-efficacy will be influenced by the feedback received following submission

  12. Modelling Behaviour Method Results • Significant increase in essay scores between semester A & semester B • Significant difference between the high and underperformers • No significant effect of experimental group

  13. Self-efficacy Results • High performing students more confident on input variables • Underperforming students more confident on outcomes

  14. Interaction between semester B feedback and students self-efficacy ratings Confidence in the ability to obtain good marks Confidence in the ability to ask lecturers questions about materials • Some items on the questionnaire could be used to predict essay performance

  15. Summary / Discussion • No effect of method • Self reported ratings of confidence in some areas are related to essay scores • Influenced by feedback

  16. References • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioural change. Psychological Review, 84:2, 191-215. • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood, NJ: Prentice Hall. • Bandura, A. (1989). Social Cognitive Theory, in R. Vasta (Ed.), Annals of Child Development. Vol 6. Six theories of child development (pp.1-60). Greenwich, CT:JAI Press. • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28:2, 117-148. • Bandura, A. (1997). Self-efficacy. The exercise of control. New York: W. H. Freeman and Company. • Braaksma, M. A. H., Rijlaarsdam, G., & Van den Bergh, H. (2002). Observational learning and the effects of model-observer similarity. Journal of Educational Psychology, 94:2, 405-415. • Braaksma, M. A. H., Rijlaarsdam, G., Van den Bergh, H., & Van Hout-Wolters, B. H. A. M. (2004). Observational learning and its effects on the orchestration of the writing process. Cognition and Instruction, 22:1, 1-36. • Brookhart, S. M. (2001). Successful students’ formative and summative uses of assessment information. Assessment in Education, 8:2, 153-169. • Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27:1, 53-64. • Multon, K. D. Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counselling Psychology, 38, 30-38. • Pajares, F. (1996). Self-efficacy belief in academic settings. Review of Educational Research, 66:4, 543-578. • Pajares, F., & Johnson, M. J. (1996). Self-efficacy beliefs in the writing of high school students: A path analysis. Psychology in the Schools, 33, 163-175. • Sander, P., & Sanders, L. (2003). Measuring confidence in academic study: a summary report. Electronic Journal of Research in Educational Psychology and Psychopedagogy, 1:1, 1-17. • Sander, P., & Sanders, L. (2009). Measuring academic behavioural confidence: the ABC scale revisited. Studies in Higher Education, 34:1, 19-35. • Schunk, D. H. (1987). Peer models and children’s behavioural change. Review of Educational Research, 57, 149-174. • Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23, 7-25.

  17. Contact Details • Carol Callinan MSc. • carol.callinan@bishopg.ac.uk

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