Abstract

High school students often lack confidence in their writing. One way to change this is by increasing their self-efficacy regarding writing. Previous studies suggest that writing groups have effectively improved students' self-efficacy in higher education. However, more must be done to see if this same intervention would succeed in high school. This study aimed to test this hypothesis and answer the question: How does participating in writing groups shape adolescents' writing self-efficacy? To do this, 57 11th-grade students participated in writing groups in an Honors English 11 class over a semester. For the study, they were surveyed about their writerly self-regard three times. This study then examined the results through a mixed methods analysis. Ultimately, the study was unable to fully determine the impact of writing groups on student self-efficacy. However, the data presents interesting insights into students' fear of evaluation, their perception of how others think of their writing, and the effectiveness of the specific groups.

Degree

College and Department

Humanities; English

Rights

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