Implicit Writing Beliefs and their Relation to the Quality of Literature-related Argumentative Writing among High School Students
Creators:Nagpal, Manisha Naresh
Advisor:Lin, Tzu Jung
Implicit beliefs about Writing
MetadataShow full item record
Series/Report no.:2019 Edward F. Hayes Graduate Research Forum. 33rd
Implicit beliefs play an important role in one’s behavior and influence how that individual acquires and demonstrates knowledge (Bandura, 1986). The present study explored whether two implicit writing beliefs (transaction and transmission) would independently predict the quality of literature related argumentative writing among high school students. 224 high school students participated in the study. Initially, participants implicit writing beliefs were assessed. This was followed by administering a literature related argumentative writing task. The argumentative essays were scored by using a rubric adapted from Marshall’s (1987) studies of literary understanding and theories of argumentation (Toulmin, 1958). Using multiple regression, it was found that both the beliefs played unique but contrasting roles in predicting student’s literature related argumentation and thus, should be considered when teaching argumentative writing. Implications and future research directions are discussed.
Poster Division: Social Sciences: 1st Place (The Ohio State University Edward F. Hayes Graduate Research Forum)
Items in Knowledge Bank are protected by copyright, with all rights reserved, unless otherwise indicated.