Teachers' Psychological Presence on Students' Writing-Task Engagement  

Oleh:

Spaulding, Cheryl L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 88 no. 04 (Mar. 1995), page 210-219.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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ABSTRACT An investigatiol1 of the effects of varying degrees of psychological presence of teachers on the writing-task engagement of middle school students reporting low and high levels of linguistic self-efficacy was conducted in this study. Four major variables were included in the design: (a) degree of psychological presence of the teacher (manipulated by having students write to the teacher or to the researcher), (b) students' reported level of linguistic Self-efficacy (low or high), (c) students' gender, and (d) students' assignment to one of two teachers. The two major findings of this study were as follows: The teacher variable interacted with each of the other three independent variables (psychological presence of teacher in the writing situation, students' linguistic self-efficacy, and students' gender) to have a significant effect on students' writing task engagement: and students reporting a high level of linguistic competence were more engaged when writing to the researcher (lesser psychological presence of teacher), whereas students reporting a low level of linguistic competence were more engaged when writing to their teacher (greater psychological presence of teacher). Implications far future research on writing instruction and the teaching of writing are discussed.

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