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Abstract
One avenue for assessing learning involves evaluating self-efficacy, as this psychological beliefis a strong predictor of academic achievement. As such, the purpose of this study was to evaluate writing self-efficacy and public speaking self-efficacy in a composition and communication course. This course is structured to develop both writing and public speaking competencies; the research sought to determine whether students believed they were leaving the course feeling more confident in their capabilities within each respective academic domain. Results (N= 380) from pre- and post-test data suggest that students’ reported writing and public speaking self-efficacy significantly increased over the semester. Additionally, students’ mastery experiences, operationalized as informative essay and informative speech grades, were related positively to changes in self-efficacy at the end of the semester. These results offer three implications for teaching within this course design and structure.
Document Type
Article
Publication Date
2018
Digital Object Identifier (DOI)
https://doi.org/10.31446/JCP.2018.08
Repository Citation
Frey, T. Kody and Vallade, Jessalyn I., "Assessing Students’ Writing and Public Speaking Self-Efficacy in a Composition and Communication Course" (2018). Information Science Faculty Publications. 78.
https://uknowledge.uky.edu/slis_facpub/78
Notes/Citation Information
Published in Journal of Communication Pedagogy, v. 1.
© The Author(s) 2018
The copyright holder has granted the permission for posting the article here.