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Mitchell\u003Cbr>Red River College, [kmmitchell@rrc.ca](kmmitchell@rrc.ca)[ ](kmmitchell@rrc.ca)[Diana E. McMillan](Diana E. McMillan)\u003Cbr>University of Manitoba, [diana.mcmillan@umanitoba.ca](diana.mcmillan@umanitoba.ca)[ ](diana.mcmillan@umanitoba.ca)Rasheda Rabbani\u003Cbr>University of Manitoba, [rasheda.rabbani@umanitoba.ca](rasheda.rabbani@umanitoba.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2019.2.8175](https://doi.org/10.5206/cjsotl-rcacea.2019.2.8175) |  |\n\nRecommended Citation  \nMitchell, K. M., McMillan, D. E., & Rabbani, R. (2019). An exploration of writing self-efficacy and writing self-regulatory behaviours in undergraduate writing. The Canadian Journal for the Scholarship of Teaching and Learning, 10(2). [https://doi.org/10.5206/cjsotl](https://doi.org/10.5206/cjsotl)rcacea.2019.2.8175  \nAn Exploration of Writing Self-Efficacy and Writing SelfRegulatory Behaviours in Undergraduate Writing  \nAbstract  \nStudents will take independent action to improve their writing when they believe those actions will have a positive effect. The data presented focuses on the self-regulatory writing behaviours of nursing students in their third year. The purpose was to explore patterns of writing self-efficacy, anxiety levels, and student grade point average (GPA) in relation to student choices with help seeking, advanced planning of writing, revision habits, and response to feedback. Low writing self-efficacy, high anxiety students sought help from more sources, reported their feedback made them feel negative about their capabilities as writers, and were less likely to report reading and applying feedback to future writing efforts. No patterns of writing self-efficacy or anxiety levels emerged with respect to student revision habits or their choice to begin their assignments in advance of the due date. GPA was also not associated with the writing self-regulatory choices assessed. As the primary writing support for students in the later years of a nursing program, educators should consider interventions that encourage help seeking, facilitate students’ understanding and integration of the feedback they receive into their assignment revisions, and normalize the negative emotions that interfere with the selfefficacy levels required to write well.  \nLes étudiants vont prendre des mesures indépendantes afin d’améliorer leur écriture quand ils pensent que ces mesures vont avoir des résultats positifs. Les données présentées se concentrent sur les comportements d’auto-régulation d’étudiants de troisième année en sciences infirmières. L’objectif était d’explorer les tendances de l’auto-efficacité de l’écriture, les niveaux d’anxiété et la moyenne générale des étudiants par rapport aux choix des étudiants pour chercher à se faire aider, planifierl’écriture à l’avance, leurs habitudes de révision et la réponse au feedback. Les étudiants ayant une mauvaise auto-efficacité de l’écriture et qui étaient anxieux ont cherché à se faire aider auprès de davantage de sources, ils ont rapporté que leur feedback leur avait donné un sentiment négatif concernant leurs capacités en tant que rédacteurs et ils avaient moins tendance à rapporter leurs lectures et à appliquer le feedback reçu à leurs efforts futurs en rédaction. Aucune tendance d’autoefficacité de l’écriture ou de niveaux d’anxiété ne sont apparus en ce qui concerne les habitudes derévision des étudiants ou leurs choix pour commencer leurs travaux à l’avance par rapport à la date où ceux-ci devaient être remis. La moyenne générale n’était également pas liée aux choix évaluésd’auto-efficacité de l’écriture. En tant que soutien de rédaction principal d","cbCailqwtPQF0md7","https://ap.wps.com/l/cbCailqwtPQF0md7","pdf",309666,25,"English","# Abstract\n## Purpose and scope\n## Measures and relationships\n## Key findings\n## Educational implications","[{\"question\":\"What is the study’s main purpose regarding writing self-efficacy and self-regulation?\",\"answer\":\"To explore patterns of writing self-efficacy, anxiety levels, and GPA in relation to students’ choices about help seeking, advanced planning, revision habits, and feedback responses.\"},{\"question\":\"How did low writing self-efficacy and high anxiety relate to students’ help seeking and feedback responses?\",\"answer\":\"Students with low writing self-efficacy and high anxiety sought help from more sources and reported that feedback made them feel negative about their writing capabilities.\"},{\"question\":\"Which writing behaviors and performance measures were not associated with self-efficacy or anxiety patterns?\",\"answer\":\"No patterns emerged regarding revision habits or starting assignments in advance of the due date, and GPA showed no association with the assessed writing self-regulatory choices.\"}]","An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing | PDF",1792082135,63]