Faculty of Education

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Investigating written English skills self-efficacy of adolescent students

Spicer, Claire D ( 2002)

This study examined the general perceived self-efficacy and written English self-efficacy of adolescent students classified as learning disabled, gifted and mainstream. A written English performance sample was obtained to provide a measure of the students' actual ability. A comparison was made between the performance sample and the students' perception of their ability in written English. The participants were 24 year 9 students. Three groups of 8 students each, were included in the research. Group one consisted of learning disabled students, group two consisted of gifted students, and group three consisted of students not identified as exceptional in any way (mainstream). The study used a combined quantitative and survey method design with systematic sampling. Students first completed a 10-minute essay on their 'favourite day' then a self-efficacy questionnaire. The results demonstrated that students in the learning disabled group had the lowest levels of general perceived and written English self-efficacy, with students in the mainstream group recording the highest levels of both general perceived and written English self-efficacy. The comparison between the students' scores on their written English performance sample and on their written English self-efficacy, showed no significant results.