Sanders-Reio, J., Alexander, P. A., Reio Jr, T. G., & Newman, I. (2014). Do Students’ Beliefs about Writing Relate to Their Writing Self-Efficacy, Apprehension, and Performance? Learning and Instruction, 33, 1-11.
https://doi.org/10.1016/j.learninstruc.2014.02.001

has been cited by the following article:

• TITLE: Effect of Interdisciplinary Team Teaching on Postgraduate Students’ Beliefs and Confidence in Academic Writing

  AUTHORS: Xiaoya Liu, Xiaoqing Wang, Baofeng Shi, Chun Li, Wei Chen

  KEYWORDS: Interdisciplinary Team Teaching, Academic Writing, Postgraduate Research, Writing Beliefs, Writing Confidence, Motivation

  JOURNAL NAME: Creative Education, Vol.13 No.9, September 20, 2022

  ABSTRACT: Writing confidence and beliefs are commonly viewed as important motivational factors to influence writers’ performance. Closely correlatedto writing motivation, Interdisciplinary Team Teaching (ITT) has been proposed as a pedagogical means to support postgraduates who face challenges in international writing and publishing. Based on investigations of22 postgraduates attending a writing course named “Mastering Writing for Presentation and Publication” (MWPP), this study gained new insights into how ITT affected students’ writing beliefs and confidence. Through a comparison between the subjects of MWPP and participants from a one-teacher writing course, our study reported a horizontal level of writing beliefs in two groups and higher writing and course confidence from MWPP participants. The pre/post-tests within the MWPP course showed significant improvements in students’ confidence. In addition, the qualitative dataset revealed that ITT intervention significantly benefited students’ writing motivation. Overall, our study showed that the ITT-supported MWPP course has produced positive influences on the formation and development of ESL postgraduates’ writing beliefs and boosted their writing confidence.