This study investigated the effects of single-source versus multiple-source writing tasks on student performance and self-efficacy beliefs. 57 first-year university students were randomly assigned to either a single-source or multiple-source group. Results showed that the number of sources did not significantly enhance overall writing performance but impacted content generation and self-efficacy beliefs. The multiple-source group demonstrated better content and more source integration attempts, while also exhibiting increased self-efficacy in reading-related abilities.
Publisher
Humanities & Social Sciences Communications
Published On
Oct 12, 2023
Authors
Besma Allagui
Tags
writing tasks
student performance
self-efficacy
content generation
source integration
multiple-source
single-source
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