{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/127196"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/127196","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Academic writing genres and their relationship to task goals and self-efficacy in community college composition courses","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. 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The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Zach Petrea, accepted the attached license on 2024-11-20 at 20:41.","The student, Zach Petrea, submitted this Dissertation for approval on 2024-11-20 at 20:52.","This Dissertation was approved for publication on 2024-11-22 at 09:35.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21330 on 2025-03-28 at 14:25:40","This study examined whether academic writing genres assigned in the community college composition classroom affected student self-efficacy and goal-orientation. The impact of student motivation on success is well documented in the literature reviewed, as is the fact that motivation is itself impacted by task. However, the relationship between writing task and motivational factors related to writing goals and writing self-efficacy are less clear. Guided by social-cognitive theory, the study employs embedded mixed-methods research to qualitatively code instructor assignments in an emergent fashion. Two quantitative surveys were used to measure student Achievement Goal and writing self-efficacy with respect to instructor assignment genres. Results from this study indicate that student Achievement Goals do not change in relation to assignment genre, but that there are significant differences in self-efficacy between writing genres. In particular, Mastery Goals are positively correlated with self-efficacy, while Performance Avoidance Goals are negatively correlated with self-efficacy, Relational Reflective Writing, and Creative Identity."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Academic writing genres and their relationship to task goals and self-efficacy in community college composition courses"]}]}],"canonical_facts":{"dc:contributor":["Kalantzis, Mary","Cope, William","Kang, Hyum-Sook","You, Yu-ling"],"dc:creator":["Petrea, Zach S."],"dc:date":["2024-11-22","2024-12"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Zach Petrea, accepted the attached license on 2024-11-20 at 20:41.","The student, Zach Petrea, submitted this Dissertation for approval on 2024-11-20 at 20:52.","This Dissertation was approved for publication on 2024-11-22 at 09:35.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21330 on 2025-03-28 at 14:25:40","This study examined whether academic writing genres assigned in the community college composition classroom affected student self-efficacy and goal-orientation. The impact of student motivation on success is well documented in the literature reviewed, as is the fact that motivation is itself impacted by task. However, the relationship between writing task and motivational factors related to writing goals and writing self-efficacy are less clear. Guided by social-cognitive theory, the study employs embedded mixed-methods research to qualitatively code instructor assignments in an emergent fashion. Two quantitative surveys were used to measure student Achievement Goal and writing self-efficacy with respect to instructor assignment genres. Results from this study indicate that student Achievement Goals do not change in relation to assignment genre, but that there are significant differences in self-efficacy between writing genres. In particular, Mastery Goals are positively correlated with self-efficacy, while Performance Avoidance Goals are negatively correlated with self-efficacy, Relational Reflective Writing, and Creative Identity."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/127196"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Zachary Petrea"],"dc:subject":["Community College","Composition","Writing","Genre","Self-efficacy","Goal-orientation","Mixed-methods","Achievement Goal"],"dc:title":["Academic writing genres and their relationship to task goals and self-efficacy in community college composition courses"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:03Z"}