Spanish version of “Self-Efficacy for Writing Scale” (SEWS)

  • Pedro J. Ramos-Villagrasa University of Zaragoza http://orcid.org/0000-0001-8640-4097
  • Iván Sánchez-Iglesias Universidad Complutense de Madrid
  • Mario Grande-de-Prado Universidad de León
  • Bárbara Oliván-Blázquez Universidad de Zaragoza
  • Javier Martín-Peña Universidad de Zaragoza
  • Pilar Cancer-Lizaga Universidad de Zaragoza
Keywords: Self-efficacy, Writing, Scale, Adaptation, Spanish, SEWS

Abstract

Self-efficacy is a fruitful construct on psychological research, including the educational setting. The present study is focused on measuring the writing self-efficacy. Specifically, we translated into Spanish the “Self-Efficacy for Writing Scale” (SEWS; Bruning, Dempsey, Kauffman, McKim, & Zumbrunn, 2013) and assessed its psychometric properties on a sample of university students. Five hundred and twelve students (78% women, 22% men) from three different Spanish universities participated in our study. They filled a questionnaire that includes the Spanish version of SEWS, the General Self-Efficacy Scale, and the Self-Efficacy for Writing. Results of the Exploratory Factor Analysis has shown that SEWS keep their dimensionality in the Spanish version (explained variance of 65.86%), being composed by Ideation (α = .90), writing Conventions (α = .89), and Self-regulation of writing (α = .90). The correlations with the General Self-Efficacy Scale are high, but higher with the Self-Efficacy for Writing, outlining that are measuring the same construct. We also found than men report higher values on the overall SEWS and two of its dimensions (Ideation and Conventions). Finally, we discuss the implications of these results, point out the main limitations of our study, and suggest further research avenues.

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Published
15-12-2017
How to Cite
Ramos-Villagrasa, P. J., Sánchez-Iglesias, I., Grande-de-Prado, M., Oliván-Blázquez, B., Martín-Peña, J., & Cancer-Lizaga, P. (2017). Spanish version of “Self-Efficacy for Writing Scale” (SEWS). Anales De Psicología / Annals of Psychology, 34(1), 86-91. https://doi.org/10.6018/analesps.34.1.264931
Section
Developmental and Educational Psychology

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