Measuring multiple-source based academic writing self-efficacy.

Although writing self-efficacy has been a productive line of research for several decades, no prior writing self-efficacy measure has focused on students' self-efficacy for integrating information across multiple sources when producing an academic text. To fill this gap in existing research on the measurement of writing motivation, we designed a measure targeting the extent to which students are confident that they can write an academic text that integrates content from several different sources. In a study with Norwegian undergraduate students ( = 136), this measure, which we called the Multiple-Source based Academic Self-Efficacy Scale (MAWSES), was validated by means of confirmatory factor analysis and relationships between the resulting unitary construct and other relevant constructs.

Do medium and Context Matter when learning from multiple complementary Digital texts and videos?

Unlabelled: Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental design, this study investigated whether medium (texts vs.