Sarah Conklin

Bio: Sarah Conklin is an academic researcher from Virginia Commonwealth University. The author has contributed to research in topics: Public health & Medicine. The author has an hindex of 4, co-authored 7 publications receiving 121 citations.

The Relation of College Student Self-Efficacy toward Writing and Writing Self-Regulation Aptitude: Writing Feedback Perceptions as a Mediating Variable.

Abstract: Despite the powerful effect feedback often has on student writing success more research is needed on how students emotionally react to the feedback they receive. This study tested the predictive and mediational roles of college student writing self-efficacy beliefs and feedback perceptions on writing self-regulation aptitude. Results suggested that students' perceptions of the feedback they receive on their writing assignments partially mediated the relationship between writing self-efficacy and writing self-regulation beliefs.

Potential of one-to-one technologies in the classroom: teachers and students weigh in

Abstract: Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments.

Examining the multidimensional role of self‐efficacy for writing on student writing self‐regulation and grades in elementary and high school

Abstract: Background The powerful role of self-efficacy on student achievement is clear. Less clear, however, is our understanding of the specific roles of the different factors of writing self-efficacy on student writing self-regulation and success. Aims This study expands our knowledge about student writing self-efficacy - including its dimensions and the relationship between its dimensions and practical writing outcomes with students from different age groups. Sample Participants were 992 elementary and 518 high school students across 65 teachers and 6 schools in the United States. Methods Data were collected via online questionnaires, one assessing student writing self-efficacy and the others teachers' reports of student writing self-regulation and writing/ELA grades. Results Confirmatory factor analysis (CFA) results demonstrated significantly improved model fit for a three-factor model of writing self-efficacy compared to a one-factor model. A measurement invariance analysis of the writing self-efficacy scale indicated scalar invariance between the elementary and secondary samples. Structural equation modelling (SEM) results indicated that the second self-efficacy factor, self-efficacy for writing conventions, was statistically significantly related to writing/ELA grades for elementary students (β = .33, p .19). Conclusions Results support the multidimensionality of writing self-efficacy. In addition, findings emphasize a meaningful link between students' beliefs in their ability to conform to the rules of writing and their writing self-regulation and success.

Textbook Characteristics That Support or Thwart Comprehension: The Current State of Social Studies Texts

Abstract: Textbooks are heavily used in secondary-level content area classes, but previous research has identified numerous challenges for students associated with reading and understanding these texts. While students can learn reading strategies that help them better understand text, it is unclear the extent to which textbooks are written to promote or hinder the use of those strategies. The current study systematically coded and analyzed characteristics of current editions of middle school social studies textbooks from four major textbook publishers (N = 14). Findings suggest that there continue to be limitations inherent to textbooks that have the potential to “thwart comprehension,” and supplemental instruction will be required in order for students to learn. However, findings also reveal that contemporary textbooks contain features that “support comprehension,” which teachers may utilize to assist students with comprehension rather than augmenting with separate instructional materials. Implications for instruc...

Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach.

Abstract: In daily academic life, students are exposed to a wide range of potentially stressful situations which could negatively affect their academic achievement and their health. Among the factors that could be weakened by academic stress, attention has been paid to expectations of self-efficacy, which are considered one of the most important determinants for student engagement, persistence, and academic success. From a proactive perspective, research on academic stress has emphasized the importance of coping strategies in preventing harmful consequences. In recent years, there has been a growing interest in discovering the extent to which individuals are able to combine different coping strategies and the adaptive consequences this flexibility entails. However, studies using this person-centered approach are still scarce in the academic context. On that basis, this current study had two objectives: (a) to examine the existence of different profiles of university students based on how they combined different approach coping strategies (positive reappraisal, support seeking, and planning) and (b) to determine the existence of differences in general expectations of self-efficacy between those coping profiles. A total of 1,072 university students participated in the study. The coping profiles were determined by latent profile analysis (LPA). The differences in the self-efficacy variable were determined using ANCOVA, with gender, university year, and degree type as covariates. Four approach coping profiles were identified: (a) low generalized use of approach coping strategies; (b) predominance of social approach coping approaches; (c) predominance of cognitive approach coping approaches; and (d) high generalized use of approach coping strategies. The profile showed that a greater combination of the three strategies was related to higher general self-efficacy expectations and vice versa. These results suggest that encouraging flexibility in coping strategies would help to improve university students’ self-efficacy.