Spring 2017



Degree Name


Primary Advisor/Dissertation Chair

Jennifer Carlson

Secondary Advisor/Reader One

Kelly Killorn-Moravec

Peer-Reviewer/Reader Two

Ian Gilquist


The purpose of this research was to answer the question: Does modeling during writing instruction increase writer self-efficacy and how does a combination of teacher, peer, and text modeling work to enhance self-efficacy? The research for this capstone was completed with a group of eight students in a third-grade classroom over six weeks and used modeling to demonstrate specific writing skills. Students were evaluated using a combination of qualitative and quantitative surveys prior to and after the study, observations, and interviews to assess their self-efficacy. The results at the end of the six-week time period showed that the students in the research group had an increased self-efficacy and a greater increase than those not in the study. The findings showed that a combination of all three modeling types, teacher, peer, and text were beneficial.

Research Methodology

Focus Group, Interview, Observation, Survey (attitude scale, opinion, questionnaire)


Literacy, Teachers/ Teaching, Writing, Self-Efficacy