Understanding the interplay between text quality, writing self-efficacy and writing anxiety in learners with and without migration background

Journal article


Busse, Vera, Graham, Steve, Müller, Nora and Utesch, Till. (2023). Understanding the interplay between text quality, writing self-efficacy and writing anxiety in learners with and without migration background. Frontiers in Psychology. 14, pp. 1-14. https://doi.org/10.3389/fpsyg.2023.1130149
AuthorsBusse, Vera, Graham, Steve, Müller, Nora and Utesch, Till
Abstract

Writing presents considerable challenges to students’ motivation. Yet there is a dearth of studies assessing the role of affect and motivation in writing performance for students with migration backgrounds (MB), who often underachieve in writing. Our study addressed this research gap by investigating the interplay between writing self-efficacy, writing anxiety, and text quality in 208 secondary students with and without MB using Response Surface Analyses. The data showed comparable levels of self-efficacy and, notably, lower writing anxiety levels among students with MB despite lower writing achievements. In the full sample, we observed positive correlations between self-efficacy and text quality and negative correlations between writing anxiety and text quality. When modeling efficacy and anxiety measures and their interplay to predict text quality, self-efficacy measures continued to account for statistically detectable unique variance in text quality, whereas writing anxiety did not. However, students with MB demonstrated differing interplay patterns, with less efficacious students with MB showing positive relations between writing anxiety and text quality.

Keywordswriting; self-efficacy ; anxiety; migration background ; student beliefs and values; L2 learners; response surface analyses
Year01 Jan 2023
JournalFrontiers in Psychology
Journal citation14, pp. 1-14
PublisherFrontiers Media S.A.
ISSN1664-1078
Digital Object Identifier (DOI)https://doi.org/10.3389/fpsyg.2023.1130149
Web address (URL)https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1130149/full
Open accessOpen access
Research or scholarlyResearch
Page range1-14
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online23 May 2023
Publication process dates
Accepted19 Apr 2023
Deposited19 Sep 2024
Additional information

© 2023 Busse, Graham, Müller and Utesch.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

This research was funded by the Mercator foundation.

This article is part of the research topic Student and Teacher Writing Motivational Beliefs

Place of publicationSwitzerland
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https://acuresearchbank.acu.edu.au/item/90y67/understanding-the-interplay-between-text-quality-writing-self-efficacy-and-writing-anxiety-in-learners-with-and-without-migration-background

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