Masters Theses
Date of Award
8-2025
Degree Type
Thesis
Degree Name
Master of Arts
Major
English
Major Professor
Jeff Ringer
Committee Members
Tanita Saenkhum, Kirsten Benson
Abstract
The present study examines connections between writing self-efficacy and writing center tutoring. In order to determine whether students who are tutored in the writing center experience a greater increase in writing self-efficacy than students who are not tutored, a mixed-methods survey study on students enrolled in first-year composition at the University of Tennessee, Knoxville was conducted. Quantitative data from Likert scale survey items indicated no significant difference in writing self-efficacy increase between tutored students and non-tutored students but also revealed a significant overall increase in writing self-efficacy across all students. Further, qualitative data from two open-ended questions on the survey was descriptively coded and categorized in order to glean insights into the experiences and characteristics that contribute to writing self-efficacy development. Though there was not significant difference between the tutored students and non-tutored students in the quantitative data analysis, this qualitative data analysis revealed some perceptual differences between the two groups. Key perceptual differences indicated that tutored students potentially tend to think more positively about writing experiences and value peer feedback more than their non-tutored counterparts. Implications for writing center administrators and tutors highlight that what matters to students about their writing and writing experiences may be very different from what matters to writing center practitioners and FYC instructors, and this disconnect should be addressed in practice in order to best promote writing self-efficacy growth in students. Suggested strategies to more effectively promote writing self-efficacy growth in students for writing center administrators include educating tutors more about writing self-efficacy, incorporating success experiences into tutoring, and emphasizing other sources of self-efficacy in tutoring. Suggested strategies for tutors include implementing research-based strategies into tutoring, spending time in sessions to learn about student perceptions, and being more explicit about Bean’s hierarchy.
Recommended Citation
Gessert, Greta L., "Writing Self-Efficacy in the Writing Center: A Survey Study of First-Year Students. " Master's Thesis, University of Tennessee, 2025.
https://trace.tennessee.edu/utk_gradthes/14480