Type of Document	Dissertation
Author	Hawthorne, Jennifer M.
Author's Email Address	jennifer.hawthorne@hotmail.com
URN	etd-09192010-224100
Title	The Effects of the Delivery Style of Teacher Feedback on the Writing Self-Efficacy and Dispositions of Young Students
Degree	Doctor of Philosophy
Department	Teacher Education, School of
Advisory Committee	Advisor Name Title Diana Rice Committee Chair Angie Davis Committee Member Carolyn Piazza Committee Member Shelbie Witte Committee Member Robert Schwartz University Representative
Keywords	Writng Self-Efficacy Dispositions Teacher Feedback Delivery Method Elementary Rubric Conferences
Date of Defense	2010-07-20
Availability	unrestricted
Abstract The purpose of this research was to examine the effect of the delivery method of teacher feedback on elementary students’ writings upon the writing self-efficacy and dispositions of young students. The participants in the study were third grade students from a public elementary school in the Southeastern United States. Using Bandura’s social learning theory (1977) which holds that personality differences are acquired through the learning process, especially through the process of modeling, data were collected to measure two affective domains of writing, self-efficacy and dispositions. During a nine-week study in which a comparison group had teacher feedback written on a separate rubric sheet and a treatment group had feedback written directly on their papers both based on the Six Traits of Writing, students were given a pre-test and post-test Writing Self-Efficacy Scale (Shell, Colvin, & Bruning, 1995) and a Writing Dispositions Scale (Piazza & Siebert, 2008). Analysis of Covariance and Multivariate Analysis of Covariance were used in the evaluation of hypotheses related to self-efficacy, dispositions, gender, and skill level. No significant differences were found between the comparison and treatment groups, by gender, or by skill level; however, significant differences by teacher were observed on the Writing Self-Efficacy Scale. The results of this study provide teachers with practical applications for the classroom as well as address gaps in current writing research.
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