Exploring Self-Efficacy and Anxiety in First-Year Nursing Students Enrolled in a Discipline-Specific Scholarly Writing Course
Bibliographic record
Abstract
Background: Very few studies measuring writing self-efficacy or anxiety in undergraduate nursing students exist in the education literature. The purpose of the present investigation was to identify if changes to writing self-efficacy and writing anxiety will occur in first-year baccalaureate nursing students who are exposed to a discipline-specific scholarly writing course employing scaffolding strategies as the primary instructional method. Concurrently, this study was the pilot test for a new measure assessing writing self-efficacy, The Self-Efficacy Scale for Academic Writing. Method: A one-group pre-test/posttest design was employed. Sixty-four (64) paired questionnaires were available for analysis. Bandura’s self-efficacy theory and a scaffolding process guided the study. Results: Anxiety was significantly reduced from pre-test to posttest (p = .005). Writing self-efficacy improved and was near but not significant (p = .051). Writing self-efficacy at pre-test predicted 15.4% of the variance in final self-reported grade on the scholarly paper (p = .001). Students who reported writing their paper late or last minute reported significantly higher writing self-efficacy compared to students who reported adhering to the paper task schedule (p = .021). There were no differences in writing self-efficacy scores based on student past experience with writing or their help seeking activities. Conclusion: First year nursing students can benefit from taking a discipline-specific writing course incorporating scaffolding as an instructional method as both writing anxiety and writing self-efficacy can potentially be improved in this population. However additional research is required to support this claim.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.006 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".