공과대학생의 쓰기 효능감이 쓰기 메타인지전략과 쓰기 불안에 미치는 영향Effects of Writing Self-Efficacy on Writing Metacognitive Strategies and Writing Apprehension in Engineering Students
- Other Titles
- Effects of Writing Self-Efficacy on Writing Metacognitive Strategies and Writing Apprehension in Engineering Students
- Authors
- 황순희
- Issue Date
- Mar-2023
- Publisher
- 한국공학교육학회
- Keywords
- Engineering students; Writing self-efficacy; Writing metacognitive strategies; Writing apprehension; Education for promoting writing self-efficacy; Writing apprehension reduction; Writing course
- Citation
- 공학교육연구, v.26, no.2, pp.32 - 44
- Journal Title
- 공학교육연구
- Volume
- 26
- Number
- 2
- Start Page
- 32
- End Page
- 44
- URI
- https://scholarworks.bwise.kr/hongik/handle/2020.sw.hongik/31080
- DOI
- 10.18108/jeer.2023.26.2.32
- ISSN
- 1738-6454
- Abstract
- This research aims to examine the role of writing self-efficacy in engineering students’ writing metacognitive strategies and writing apprehension. To achieve this purpose, first, the relationships among writing self-efficacy, writing metacognitive strategies and writing apprehension were investigated. Second, the effects of writing self-efficacy, as perceived by engineering students, on writing metacognitive strategies as well as writing apprehension were explored. A total of 173 engineering students from one university in Korea responded to survey based on a three-variables scale. The findings were that, firstly, positive correlations between writing self-efficacy and writing metacognitive strategies were identified in terms of sub-factors of those two variables. Secondly, negative correlations between writing apprehension and writing self-efficacy, and between writing apprehension and writing metacognitive strategies, were identified in terms of sub-factors of those variables. Thirdly, writing self-efficacy predicted engineering students’ writing metacognitive strategies’ sub-factors and writing apprehension. The practical implications of these findings are discussed herein, with particular attention on education for promotion of writing self-efficacy and reduction of writing apprehension.
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