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Wey, "The effects of goal orientations, metacognition, self-efficacy and effort on writing achievement," 1998

USC Dissertation in Education.
August 26, 2009

Shyh-Chyi Wey, Ph.D.

Abstract (Summary)
This study investigated goal orientations, metacognition, self-efficacy and effort on a sample of eleventh grade high school students in Taiwan on writing achievement. The purposes of the study were to (1) investigate the joint effects of learning and performance goal orientations with metacognition, self-efficacy and effort on writing performance, (2) probe the joint impact of self-efficacy, metacognition and effort on writing tasks, (3) provide the contributions of metacognition, self-efficacy and effort in the relation to writing achievement.

To investigate the relationships among these constructs, one pilot and one main study were conducted with eleventh grade high school students in Taiwan. The pilot study ( N = 69). conducted prior to the main study was to examine the inter-rater agreement for scoring the writing essays. The results showed adequate coefficients which indicated a consistent scoring by two raters.

The main study ( N = 356) was conducted to investigate the hypotheses. A trait self-assessment questionnaire with the scales of learning goal, performance goal, metacognition, self-efficacy and effort was used to probe students' motivational beliefs on writing. An in-class writing assignment on persuasion was also employed to assess students' writing achievement. The structural equation modeling was performed to assess the hypotheses.

Based on the results of statistical analyses, the study concluded that (1) learning goal orientation had stronger relationships on metacognition, self-efficacy and effort than performance goal orientation; (2) self-efficacy had positive and significant effects on metacognition and effort; (3) metacognition had a positive and significant effect on effort; (4) self-efficacy and effort had direct and significant impact on writing achievement; and (5) metacognition had an indirect influence on writing achievement through the effect of effort. Finally, recommendations for future studies as well as for teaching are discussed.

Advisor: Not listed