Perceived Writing Self-Efficacy in a First Grade Classroom

The purpose of this research is to determine which strategies best promote self-efficacy of writing in a first grade classroom. This research was conducted in an urban elementary school. Using two questionnaires, students were asked to reflect on self-perceptions of their abilities in writing. Students were also asked about their views of self-correcting using a rubric while writing. Student work, questionnaires, and teacher journals were analyzed for common themes and trends. Data showed the students’ work improved through the use of self-correction methods. Qualitative data validated these personal beliefs, as students’ writing errors decreased through the course of this study. Teacher written comments confirmed increases made in students’ comprehension skills. Findings suggest that self-correction rubrics should be implemented in elementary classrooms in order to increase students’ skills in writing