Core Self-Evaluation, Writing Motivation, and Business Writing Performance of College Third Year Students of Occidental Mindoro State College
Keywords:
core self-evaluation, writing motivation, and business writing performance
Abstract
This predictive cross-sectional study explored core self-evaluation, level of writing motivation, and their influence on the business writing performance of junior business students at Occidental Mindoro State College. One hundred fifty junior business students of Occidental Mindoro State College Main Campus in Academic Year 2020-2021 selected through a simple random sampling technique were the respondents in the study. It was found that the student’s level of core self-evaluation was moderate considering their results in the locus of control, self-esteem, and self-efficacy. However, the students are highly motivated in performing their writing activities. Therefore, the improvement in core self-evaluation may slightly improve writing motivation and writing performance. Likewise, improving writing motivation may slightly improve the writing performance of business students. The positive beta coefficients indicate that if the indicators of writing motivation are improved, the students’ writing performance becomes better. Thus, core self-evaluation and writing motivation affect students’ business writing performance.
References
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Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of Dynamic Corrective Feedback on ESL Writing Accuracy. TESOL Quarterly, 44, 84-109. https://doi.org/10.5054/tq.2010.213781
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Llurda, E. (2010). Language Proficiency and Social Acceptance. Retrieved from https://www.academia.edu/
Martin, M. (2016). “Examining the Writing Motivation and Achievement of At-Risk Elementary-Aged Students.” Ph.D. diss., University of Tennessee, 2016. Retrieved from https://trace.tennessee.edu/utk_graddiss/3723
Mishra, A. (2020). Correlation between social anxiety and negative affect. The International Journal of Indian Psychology. Retrieved 2021 from https://www.academia.edu/
Mo, H. (2012). A study of the teaching of ESL writing in colleges in China. International Journal of English Linguistics, 2(1), 118-127. Retrieved from https://www.researchgate.net/publication/335420398
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Pinar, B. (2017). The Effect of Primary School Students’ Writing Attitudes and Writing Self-Efficacy Beliefs on their Summary Writing Achievement. International Electronic Journal of Elementary Education. Retrieved June 2021, from https://www.proquest.com/docview/2007938170/C27A749B56AE4FDAPQ/32
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Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Boston, MA: Pearson.
Schutz, E., Garcia, D., & Archer, T. (2013). Affective state, stress, and Type A-personality as a function of gender and affective profiles. International Journal of Research Studies in Psychology. Retrieved 2021 from https://www.academia.edu/
Sikat, A. (2015). Enhancing College Students’ Proficiency in Business Writing Via Schoology. International Journal of Education and Research, 3(1), Retrieved 2021 from http://ijern.com
Soleimani, Hamasaid, & Saheb (2020). L2 Writing Anxiety, Writing Self-efficacy and Writing Motivation as Correlates of Global L2 Writing Performance. June 2020. https://doi/org/10.14500/kujhss.v3n1y2020.pp156-165
Süğümlü, Ü., Mutlu, H., & Çinpolat, E. (2019). Relationship Between Writing Motivation Levels and Writing Skills Among Secondary School Students. International Electronic Journal of Elementary Education; Kutahya, 11(5), (Jun 2019). Retrieved from Relationship Between Writing Motivation Levels - ProQuest, 2021.
Sterbin, A., & Rakow, E. (2012). Self-Esteem, Locus of Control, and Student Achievement. MidSouth Educational Research Association, Tuscaloosa, Alabama. Retrieved 2021 from https://www.academia.edu/47934413/
Tabaczek, K. (2011). Self-concept and self-esteem: How the content of the self-concept reveals sources and functions of self-esteem. Retrieved 2021 from https://www.researchgate.net/publication
Tanpoco, M., Rillo, R., & Alieto, E. (2019). Filipino to English Transfer Errors in Writing Among College Students: Implications for the Senior High School English Curriculum. Retrieved May 2021, from https://files.eric.ed.gov/fulltext/ED604324.pdf
Tsai, S. (2013). EFL Business Writing with Task-based Learning Approach: A Case Study of Student Strategies to Overcome Difficulties. Journal of Humanities and Social Sciences. ISSN 1815-0373, 2021.
Wilby, J. (2020). Motivation, self-regulation, and writing achievement on a university foundation program: A program evaluation study. Language Teaching Research. Retrieved 2021 from https://www.academia.edu/
Banaruee, H., Khatin-Zadeh, O., & Ruegg, R. (2018). Recasts vs. direct corrective feedback on writing performance of high school EFL learners. Cogent education, 5. https://doi.org/10.1080/2331186X.2018.1455333
Bandura, A. (1997). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4, 359-373. https://doi.org/10.1521/jscp.1986.4.3.359
Cahyono, B., & Rahayu, T. (2020). EFL Students’ Motivation in Writing, Writing Proficiency, and Gender. TEFLON Journal, 31(2). http:// doi.org/10.15639/teflinjournal.v3li2/162-180
Cequeña, M., Barrot, J., Gabinete, K., Barrios, & Bolaños, E. (2013). Investigating the relationship Between College Students’ Self-Perception and Actual Performance in Reading and Writing. Philippine ESL Journal, 11, July 2013. Retrieved from https://www.academia.edu/28569348
Chea, S., & Shumow, L. (2014). The Relationships Among Writing Self-Efficacy, Writing Goal Orientation, and Writing Achievement. https://doi.org/10.5746/LEiA/14/V5/I2/A07/Chea_Shumow
Dement, L. (2008). The relationship of self-evaluation, writing ability, and attitudes toward writing among gifted Grade & language arts students. Walden University, ProQuest Dissertations Publishing. Retrieved from https://www.proquest.com
Fazel, I., and Ahmadi, A. (2011). On the relationship between writing proficiency and instrumental/integrative motivation among Iranian IELTS candidates. Theory and Practice I Language Studies. https://doi.org/10.4304/tpls.1.7.747-757
Gifford-smith, M., & Brownell, C. (2003). Childhood peer relationships: social acceptance friendships, and peer networks. Journal School of Psychology. https://doi.org/10.1016/S0022-4405(03)00048-7
Gustilo, L. (2010). What you think, feel, and experience shape your writing: “Cognitive, Affective, and Contextual Processes in ESL Writing. https://doi.org/10.3860/taper.v19i2.1596
Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of Dynamic Corrective Feedback on ESL Writing Accuracy. TESOL Quarterly, 44, 84-109. https://doi.org/10.5054/tq.2010.213781
Hedge, T. (2008). Language learning strategy use of Chinese ESL learners of Hong Kong-findings from a qualitative study. Electronic Journal of Foreign Language Teaching, 5(1), 68-83. Retrieved from https://e-flt.nus.edu.sg/wp-content/uploads/2020/09/v5n12008/wu.pdf
Ismail, N. (2008). The Impact of the Teacher Feedback on ESL students’ writing performance. Academic Journal of Social Studies, 8. Retrieved from https://www.researchgate.net/publication/259632864
Jalaluddin, I. (2015). The Consistency between Writing Self-efficacy and Writing Performance. Journal of Language Teaching and Research. https://doi.org/10.17507/jltr.0603.09
Jalaluddin, I., & Paramasivam, S. (2021). Differences in the correlation between Writing self-efficacy and Writing Performance: Implications for addressing diversity among learners. Retrieved 2021 from https://www.academia.edu/
Jones, E., Price, T., & Gable, P. (2012). The Influence of Affective States on Cognitive Broadening⁄Narrowing: Considering the Importance of Motivational Intensity. Social and Personality Psychology Compass (2012). Retrieved from: The Influence of Affective States on Cognitive Broadening/Narrowing: Considering the Importance of Motivational Intensity (ua.edu) 2021.
Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The Core Self-Evaluation Scale: Development of a Measure, Personnel Psychology, 56, 303-331. https://doi.org/10.1111/j.1744-6570.2003.tb00152.x
Kellogg, R. T. (2008). Training writing skills: A cognitive-developmental perspective. Journal of Writing Research, 1(1), 1-16. https://doi.org/10.17239/jowr-2008.01.01.1
Kelloggs, R. (2018). The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning. (pp. 71-84). Cambridge: Cambridge University Press.
Kumaravelu, G. (2018). Locus of Control in School Students and its Relationship with Academic Achievement. I-manager’s Journal on School Educational Technology, 13(4), March-May 2018. Retrieved from: Locus of Control in School Students and its - ProQuest, March 9, 2021. https://doi.org/10.26634/jsch.13.4.14545
Lam S. & Law, Y. (2007). The Roles of Instructional Practices and Motivation in Writing Performance. The Journal of Experimental Education, 75(2), 145-164 Retrieved from (PDF) The Roles of Instructional Practices and Motivation in Writing Performance (researchgate.net), 2021. https://doi.org/10.3200/JEXE.75.2.145-164
Llurda, E. (2010). Language Proficiency and Social Acceptance. Retrieved from https://www.academia.edu/
Martin, M. (2016). “Examining the Writing Motivation and Achievement of At-Risk Elementary-Aged Students.” Ph.D. diss., University of Tennessee, 2016. Retrieved from https://trace.tennessee.edu/utk_graddiss/3723
Mishra, A. (2020). Correlation between social anxiety and negative affect. The International Journal of Indian Psychology. Retrieved 2021 from https://www.academia.edu/
Mo, H. (2012). A study of the teaching of ESL writing in colleges in China. International Journal of English Linguistics, 2(1), 118-127. Retrieved from https://www.researchgate.net/publication/335420398
Payne, A. (2012). Development of Academic Writing Motivation. The University of Georgia. Retrieved 2021 from https://www.bing.com/search?q=academic+writing+motivation+Payne
Pinar, B. (2017). The Effect of Primary School Students’ Writing Attitudes and Writing Self-Efficacy Beliefs on their Summary Writing Achievement. International Electronic Journal of Elementary Education. Retrieved June 2021, from https://www.proquest.com/docview/2007938170/C27A749B56AE4FDAPQ/32
Quarto, T., Blasi, G., Pallesen, K. J., Bertolino, A. et al (2014). Implicit Processing of Visual Emotions Is Affected by the Sound-Induced Affective States and Individual Affective Traits. Public Library of Science. Retrieved from Implicit Processing of Visual Emotions Is - ProQuest, 2021.
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Boston, MA: Pearson.
Schutz, E., Garcia, D., & Archer, T. (2013). Affective state, stress, and Type A-personality as a function of gender and affective profiles. International Journal of Research Studies in Psychology. Retrieved 2021 from https://www.academia.edu/
Sikat, A. (2015). Enhancing College Students’ Proficiency in Business Writing Via Schoology. International Journal of Education and Research, 3(1), Retrieved 2021 from http://ijern.com
Soleimani, Hamasaid, & Saheb (2020). L2 Writing Anxiety, Writing Self-efficacy and Writing Motivation as Correlates of Global L2 Writing Performance. June 2020. https://doi/org/10.14500/kujhss.v3n1y2020.pp156-165
Süğümlü, Ü., Mutlu, H., & Çinpolat, E. (2019). Relationship Between Writing Motivation Levels and Writing Skills Among Secondary School Students. International Electronic Journal of Elementary Education; Kutahya, 11(5), (Jun 2019). Retrieved from Relationship Between Writing Motivation Levels - ProQuest, 2021.
Sterbin, A., & Rakow, E. (2012). Self-Esteem, Locus of Control, and Student Achievement. MidSouth Educational Research Association, Tuscaloosa, Alabama. Retrieved 2021 from https://www.academia.edu/47934413/
Tabaczek, K. (2011). Self-concept and self-esteem: How the content of the self-concept reveals sources and functions of self-esteem. Retrieved 2021 from https://www.researchgate.net/publication
Tanpoco, M., Rillo, R., & Alieto, E. (2019). Filipino to English Transfer Errors in Writing Among College Students: Implications for the Senior High School English Curriculum. Retrieved May 2021, from https://files.eric.ed.gov/fulltext/ED604324.pdf
Tsai, S. (2013). EFL Business Writing with Task-based Learning Approach: A Case Study of Student Strategies to Overcome Difficulties. Journal of Humanities and Social Sciences. ISSN 1815-0373, 2021.
Wilby, J. (2020). Motivation, self-regulation, and writing achievement on a university foundation program: A program evaluation study. Language Teaching Research. Retrieved 2021 from https://www.academia.edu/
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2021-11-05
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