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Kriner Dissertation.pdf (655.98 KB)

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Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study

Kriner, Bridget Ann
http://orcid.org/0000-0001-5350-1237
http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881

Abstract Details

2017, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
The purpose of this qualitative case study was to explore how instructional approaches to teaching developmental writing at a large urban community college foster the development of college students’ self-efficacy regarding academic writing and self-identity as college students. The case study examined the perspectives of four instructors and six students. The research considered: 1) how students experience the development of self-efficacy related to their academic writing; 2) how students experience their self-identity as college students; 3) how writing instructors foster students’ development of self-efficacy as writers; and 4) how writing instructors foster students’ self-identities as college students. The findings of this study provided a description of some of the specific ways students enrolled in developmental writing courses experienced the development of self-efficacy and self-identity. The study illuminated some of the practices that instructors use to facilitate both self-efficacy and self-identity in their approaches to teaching. With regard to students, what emerged in the analysis of this data was a sense that they felt both more empowered toward writing in an academic context and more self-identified as college students. The significance of the study demonstrated that fostering relationships among students and with the institution itself, along with scaffolding and contextualizing assignments, builds effective pathways to student success.
Catherine Monaghan, Ph.D. (Committee Chair)
Catherine Hansman, Ph.D. (Committee Member)
Anne Galletta, Ph.D. (Committee Member)
Wendy Green, Ph.D. (Committee Member)
Mary McDonald, Ph.D. (Committee Member)
203 p.
Adult Education

Recommended Citations

Citations

  • Kriner, B. A. (2017). Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881

    APA Style (7th edition)

  • Kriner, Bridget. Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study. 2017. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881.

    MLA Style (8th edition)

  • Kriner, Bridget. "Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study." Doctoral dissertation, Cleveland State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881

    Chicago Manual of Style (17th edition)

csu1494340855144881
669
© 2017, some rights reserved.Creative Commons License Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study by Bridget Ann Kriner is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Cleveland State University and OhioLINK.