Study On Writing Self-Efficacy Of Junior Middle School Students

Writing self-efficacy, which has remarkable predicting results and has been confirmed by a series of research, refers the faith of the writer who completes specific writing tasks and performs the corresponding writing skills. However, domestic studies in this area are comparatively weak. Shanghai junior middle school students being the subject, the study focuses on the structure of writing efficacy, measurement tools, status, factors and training in Chinese. The research is divided into six parts: First, the source of the research and its significance and objective; Second, detailed description of the study on writing efficacy both at home and abroad on the foundation of brief introduction of the status of writing psychology and the research on writing efficacy study; Third, explore the efficacy structure of the junior middle school students, design writing efficacy questionnaire, and check its reliability, validity and other measurement parameters; fourth, with the survey of a large sample, analyze the status quo, including the overall level, the differences between schools, gender differences, grade differences, and probe the main psychological factors, which influence the writing efficacy and also the influencing degree they have by the correlation and regression analyses; Fifth, preliminary conclusion of teaching strategies on training of writing efficacy, and assess the efficiency of teaching strategies through teaching experiment of a half semester; Sixth, a comprehensive summary of the study, including the conclusion, innovation and prospects as well.The methods used in this research include literature, interviews, questionnaires, and experiments. SPSS11.5 software is used for all data input and statistics. The achievements include: the design of the questionnaire with a good reliability and validity; the questionnaire includes two dimensions of effectiveness of writing skills and also writing tasks; overall analysis of the status and the main psychological factors, which influence the writing efficacy of junior middle school students; confirm that the efficacy can be improved by stimulating interest in writing and guiding writing strategies through continuous teaching experiments of half a semester and finally get the preliminary nine corresponding teaching strategies.