The contribution of mastery experiences, performance feedback, and task effort to elementary-aged students’ self-efficacy in writing.

Although intervention procedures exist for improving elementary-aged students’ writing fluency skills, less is known about how their writing self-efficacy develops upon participating in these procedures. In this study, 117 second grade students participated in an evidence-based performance feedback writing intervention. Students reported higher levels of self-efficacy in their writing abilities after participating in the intervention than they did at baseline. Although their experiences with task mastery and positive feedback did not impact their writing self-efficacy, the effort they put forth during the intervention was a significant predictor. These results may provide initial guidance for the development of students’ self-efficacy in the context of school-based interventions, and they have specific implications for how the performance feedback intervention procedures may be refined to more systematically target students’ task effort in future research. (PsycINFO Database Record (c) 2018 APA, all rights reserved)