Sharon Zumbrunn | Virginia Commonwealth University (original) (raw)
Papers by Sharon Zumbrunn
Reading and Writing, May 24, 2012
Oxford University Press eBooks, Feb 18, 2011
International journal of school and educational psychology, Apr 3, 2013
ABSTRACT
British Journal of Educational Psychology, Sep 12, 2019
Background. The powerful role of self-efficacy on student achievement is clear. Less clear, howev... more Background. The powerful role of self-efficacy on student achievement is clear. Less clear, however, is our understanding of the specific roles of the different factors of writing self-efficacy on student writing self-regulation and success. Aims. This study expands our knowledge about student writing self-efficacyincluding its dimensions and the relationship between its dimensions and practical writing outcomes with students from different age groups. Sample. Participants were 992 elementary and 518 high school students across 65 teachers and 6 schools in the United States. Methods. Data were collected via online questionnaires, one assessing student writing self-efficacy and the others teachers' reports of student writing self-regulation and writing/ELA grades. Results. Confirmatory factor analysis (CFA) results demonstrated significantly improved model fit for a three-factor model of writing self-efficacy compared to a onefactor model. A measurement invariance analysis of the writing self-efficacy scale indicated scalar invariance between the elementary and secondary samples. Structural equation modelling (SEM) results indicated that the second self-efficacy factor, selfefficacy for writing conventions, was statistically significantly related to writing/ELA grades for elementary students (b = .33, p < .001) as well as for high school students (b = .27, p < .01). Conventions were also the only factor statistically significantly related to teacher-reported student writing self-regulation for both elementary students (b = .26, p < .01) and high school students (b = .37, p < .001). Self-efficacy for ideation and self-efficacy for self-regulation were not found to be significantly related to either student writing/ELA grades or teacher-reported self-regulation (all ps > .19). Conclusions. Results support the multidimensionality of writing self-efficacy. In addition, findings emphasize a meaningful link between students' beliefs in their ability to conform to the rules of writing and their writing self-regulation and success.
Teaching in Higher Education, Oct 30, 2014
Journal of Research in Education, 2014
This study explored college students' beliefs about the value of writing, their past experiences ... more This study explored college students' beliefs about the value of writing, their past experiences with writing, and the relationship between students' prior experiences with writing and writing value beliefs. One hundred fourteen undergraduates from a public Southeastern university participated in the study. Using expectancy-value theory as a framework, structural (Saldaña, 2013) and hypothesis (Bernard, 2011) coding was used to analyze student responses. Findings suggested that attainment, utility, and interest value aligned well with student writing value responses. Students noted both positive and negative experiences with writing. Whereas most students discussed the role of good instruction, positive role models, and constructive criticism in their positive past writing experiences, unengaging and daunting tasks were salient memories for students describing negative prior experiences with writing. Although writing is essential for college and occupational success, students often struggle to produce quality writing. The latest National Assessment of Educational Progress report (NAEP, 2011) showed that one-third of students in 12th grade (20%) scored below proficiency in the areas of expository, persuasive, analytical, and argumentative writing. Moreover, only two percent of students submitted writing that was considered advanced. In a similar report surveying the literacy skills of college graduates of two-and four-year programs, the American Institutes of Research (Baer, Baldi, & Cook, 2006) found that over half of responding students lacked basic writing skills. Considering the importance of writing skills both inside and outside of the classroom, these trends deserve attention. Little research to date has examined the factors that affect when and why students value writing and the effects of past writing experiences on students' writing beliefs. It is by examining when and why students value writing that we can offer better suggestions for designing instructional settings that encourage student writing motivation and success. In the current study, the reasons students value writing and ways in which students' past experiences with writing shape present feelings about writing tasks and writing value beliefs were explored. Student Value Beliefs Despite the importance of developing writing skills, students are less likely to engage in writing tasks they perceive to be lacking in significance (Bruning & Horn, 2000). Expectancy-value theory (EVT), a well-established perspective on student motivation (Eccles, 2005; Wigfield & Eccles, 2000), suggests that the value students place on academic tasks often predicts
PsycEXTRA Dataset, 2009
This article uses qualitative data from a larger study of two elementary schools in a rural city ... more This article uses qualitative data from a larger study of two elementary schools in a rural city of about 15,000 people in the Midwestern United States. Here, I focus on a single peer group and those who are on its margins to provide insight into the intersection of friendship, aggression, and masculinity. In doing so, I address the lack of research examining how aggression functions within peer groups and why those who are victimized choose to remain in these groups.
Proceedings of the 2019 AERA Annual Meeting, 2019
AERA Open, Apr 1, 2019
This mixed methods study explored elementary students' (N = 263) writing enjoyment, their percept... more This mixed methods study explored elementary students' (N = 263) writing enjoyment, their perceptions of teacher writing enjoyment, self-regulation, and grades. In the quantitative strand, we examined how student perceptions of teacher writing enjoyment and student writing enjoyment relate to student writing self-regulation and writing grades using structural equation modeling. Findings revealed a positive relationship among student-perceived teacher writing enjoyment, student writing enjoyment, and student writing self-regulation and grades. In the qualitative strand, we explored responses of students with high or low writing enjoyment ratings to understand aspects of the instructional environment that contribute to students' affective experiences with writing. Much of what determines students' enjoyment of or aversion to writing fell in to one of two categories, regardless of the degree to which they enjoy writing: writing preferences (e.g., topic/genre selection, writing environment) or mood and motivation (e.g., student mood at the time of writing, self-efficacy for writing).
Educational Psychology Review, Sep 17, 2017
Although research recognizes that student attitudes toward writing have the potential to influenc... more Although research recognizes that student attitudes toward writing have the potential to influence a variety of writing outcomes, there is no consensus as to what writing attitude signifies. Further, disparities between conceptualizations of writing attitude make the extant literature difficult to reconcile. In the present study, we systematically review writing attitude research published between 1990 and 2017. Our search procedure and quality analysis led to the retention of 46 articles examining the writing attitudes of students and teachers. Relatively few studies (n = 10) provided an explicit definition of writing attitudes. Further, although the authors of many studies (n = 16) conceptualized writing attitude as including a measure of liking/disliking writing, there was considerable variability in both conceptualization and operationalization throughout the literature, with some studies including measures of selfefficacy, perceived value, and other related constructs. Student writing attitudes were measured in a majority of the included studies (n = 33), and teacher writing attitudes were measured in substantially fewer studies (n = 6). Based on the findings of this review, we offer suggestions for researchers making inferences from studies of writing attitudes. Themes of the reviewed literature and implications for future research are also discussed.
Educational Psychology Review, Aug 9, 2023
In this review, we examine studies of writing self-efficacy conducted with postsecondary students... more In this review, we examine studies of writing self-efficacy conducted with postsecondary students published between 1984 and 2021. We aimed to inventory the methodological choices, writing contexts, and types of pedagogies explored in studies of writing selfefficacy with postsecondary students, and summarize the practical implications noted across the included studies. A total of 50 studies met eligibility criteria. All studies used quantitative methods, were conducted in English language settings, focused on undergraduate or graduate students, and included at least one writing self-efficacy measure. Across the 50 studies, the two variables most commonly appearing alongside writing self-efficacy were writing performance and writing apprehension. Many studies also assessed change in writing self-efficacy over time. Writing contexts and measures of writing self-efficacy varied across the included studies. Common practical implications noted across studies included students' tendency to overinflate their writing self-efficacy, recognition of the developmental nature of writing ability, the importance of teacher attitudes and instructional climate, the influence of feedback on writing self-efficacy, and approaches to teaching and guiding writing. Based on this review, we see several directions for future research including a need for longitudinal studies, consideration of situated approaches, identification of diversity impacts, and attention to consistent use of strong multidimensional measures of writing self-efficacy.
Research Square (Research Square), Jun 7, 2022
Journal of Experimental Education, May 28, 2022
Reading and Writing, May 24, 2012
Oxford University Press eBooks, Feb 18, 2011
International journal of school and educational psychology, Apr 3, 2013
ABSTRACT
British Journal of Educational Psychology, Sep 12, 2019
Background. The powerful role of self-efficacy on student achievement is clear. Less clear, howev... more Background. The powerful role of self-efficacy on student achievement is clear. Less clear, however, is our understanding of the specific roles of the different factors of writing self-efficacy on student writing self-regulation and success. Aims. This study expands our knowledge about student writing self-efficacyincluding its dimensions and the relationship between its dimensions and practical writing outcomes with students from different age groups. Sample. Participants were 992 elementary and 518 high school students across 65 teachers and 6 schools in the United States. Methods. Data were collected via online questionnaires, one assessing student writing self-efficacy and the others teachers' reports of student writing self-regulation and writing/ELA grades. Results. Confirmatory factor analysis (CFA) results demonstrated significantly improved model fit for a three-factor model of writing self-efficacy compared to a onefactor model. A measurement invariance analysis of the writing self-efficacy scale indicated scalar invariance between the elementary and secondary samples. Structural equation modelling (SEM) results indicated that the second self-efficacy factor, selfefficacy for writing conventions, was statistically significantly related to writing/ELA grades for elementary students (b = .33, p < .001) as well as for high school students (b = .27, p < .01). Conventions were also the only factor statistically significantly related to teacher-reported student writing self-regulation for both elementary students (b = .26, p < .01) and high school students (b = .37, p < .001). Self-efficacy for ideation and self-efficacy for self-regulation were not found to be significantly related to either student writing/ELA grades or teacher-reported self-regulation (all ps > .19). Conclusions. Results support the multidimensionality of writing self-efficacy. In addition, findings emphasize a meaningful link between students' beliefs in their ability to conform to the rules of writing and their writing self-regulation and success.
Teaching in Higher Education, Oct 30, 2014
Journal of Research in Education, 2014
This study explored college students' beliefs about the value of writing, their past experiences ... more This study explored college students' beliefs about the value of writing, their past experiences with writing, and the relationship between students' prior experiences with writing and writing value beliefs. One hundred fourteen undergraduates from a public Southeastern university participated in the study. Using expectancy-value theory as a framework, structural (Saldaña, 2013) and hypothesis (Bernard, 2011) coding was used to analyze student responses. Findings suggested that attainment, utility, and interest value aligned well with student writing value responses. Students noted both positive and negative experiences with writing. Whereas most students discussed the role of good instruction, positive role models, and constructive criticism in their positive past writing experiences, unengaging and daunting tasks were salient memories for students describing negative prior experiences with writing. Although writing is essential for college and occupational success, students often struggle to produce quality writing. The latest National Assessment of Educational Progress report (NAEP, 2011) showed that one-third of students in 12th grade (20%) scored below proficiency in the areas of expository, persuasive, analytical, and argumentative writing. Moreover, only two percent of students submitted writing that was considered advanced. In a similar report surveying the literacy skills of college graduates of two-and four-year programs, the American Institutes of Research (Baer, Baldi, & Cook, 2006) found that over half of responding students lacked basic writing skills. Considering the importance of writing skills both inside and outside of the classroom, these trends deserve attention. Little research to date has examined the factors that affect when and why students value writing and the effects of past writing experiences on students' writing beliefs. It is by examining when and why students value writing that we can offer better suggestions for designing instructional settings that encourage student writing motivation and success. In the current study, the reasons students value writing and ways in which students' past experiences with writing shape present feelings about writing tasks and writing value beliefs were explored. Student Value Beliefs Despite the importance of developing writing skills, students are less likely to engage in writing tasks they perceive to be lacking in significance (Bruning & Horn, 2000). Expectancy-value theory (EVT), a well-established perspective on student motivation (Eccles, 2005; Wigfield & Eccles, 2000), suggests that the value students place on academic tasks often predicts
PsycEXTRA Dataset, 2009
This article uses qualitative data from a larger study of two elementary schools in a rural city ... more This article uses qualitative data from a larger study of two elementary schools in a rural city of about 15,000 people in the Midwestern United States. Here, I focus on a single peer group and those who are on its margins to provide insight into the intersection of friendship, aggression, and masculinity. In doing so, I address the lack of research examining how aggression functions within peer groups and why those who are victimized choose to remain in these groups.
Proceedings of the 2019 AERA Annual Meeting, 2019
AERA Open, Apr 1, 2019
This mixed methods study explored elementary students' (N = 263) writing enjoyment, their percept... more This mixed methods study explored elementary students' (N = 263) writing enjoyment, their perceptions of teacher writing enjoyment, self-regulation, and grades. In the quantitative strand, we examined how student perceptions of teacher writing enjoyment and student writing enjoyment relate to student writing self-regulation and writing grades using structural equation modeling. Findings revealed a positive relationship among student-perceived teacher writing enjoyment, student writing enjoyment, and student writing self-regulation and grades. In the qualitative strand, we explored responses of students with high or low writing enjoyment ratings to understand aspects of the instructional environment that contribute to students' affective experiences with writing. Much of what determines students' enjoyment of or aversion to writing fell in to one of two categories, regardless of the degree to which they enjoy writing: writing preferences (e.g., topic/genre selection, writing environment) or mood and motivation (e.g., student mood at the time of writing, self-efficacy for writing).
Educational Psychology Review, Sep 17, 2017
Although research recognizes that student attitudes toward writing have the potential to influenc... more Although research recognizes that student attitudes toward writing have the potential to influence a variety of writing outcomes, there is no consensus as to what writing attitude signifies. Further, disparities between conceptualizations of writing attitude make the extant literature difficult to reconcile. In the present study, we systematically review writing attitude research published between 1990 and 2017. Our search procedure and quality analysis led to the retention of 46 articles examining the writing attitudes of students and teachers. Relatively few studies (n = 10) provided an explicit definition of writing attitudes. Further, although the authors of many studies (n = 16) conceptualized writing attitude as including a measure of liking/disliking writing, there was considerable variability in both conceptualization and operationalization throughout the literature, with some studies including measures of selfefficacy, perceived value, and other related constructs. Student writing attitudes were measured in a majority of the included studies (n = 33), and teacher writing attitudes were measured in substantially fewer studies (n = 6). Based on the findings of this review, we offer suggestions for researchers making inferences from studies of writing attitudes. Themes of the reviewed literature and implications for future research are also discussed.
Educational Psychology Review, Aug 9, 2023
In this review, we examine studies of writing self-efficacy conducted with postsecondary students... more In this review, we examine studies of writing self-efficacy conducted with postsecondary students published between 1984 and 2021. We aimed to inventory the methodological choices, writing contexts, and types of pedagogies explored in studies of writing selfefficacy with postsecondary students, and summarize the practical implications noted across the included studies. A total of 50 studies met eligibility criteria. All studies used quantitative methods, were conducted in English language settings, focused on undergraduate or graduate students, and included at least one writing self-efficacy measure. Across the 50 studies, the two variables most commonly appearing alongside writing self-efficacy were writing performance and writing apprehension. Many studies also assessed change in writing self-efficacy over time. Writing contexts and measures of writing self-efficacy varied across the included studies. Common practical implications noted across studies included students' tendency to overinflate their writing self-efficacy, recognition of the developmental nature of writing ability, the importance of teacher attitudes and instructional climate, the influence of feedback on writing self-efficacy, and approaches to teaching and guiding writing. Based on this review, we see several directions for future research including a need for longitudinal studies, consideration of situated approaches, identification of diversity impacts, and attention to consistent use of strong multidimensional measures of writing self-efficacy.
Research Square (Research Square), Jun 7, 2022
Journal of Experimental Education, May 28, 2022