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The Role of Writing and Reading Self-efficacy in First-year Preservice EFL Teachers’ Writing Performance

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dc.contributor.authorTanyer, Seray
dc.contributor.orcid0000-0001-6190-8651
dc.date.accessioned2025-11-13T09:43:46Z
dc.date.issued2015-08-01
dc.identifier.doihttps://doi.org/10.1016/j.sbspro.2015.07.484
dc.identifier.endpage43
dc.identifier.issn1877-0428
dc.identifier.openalexW840934050
dc.identifier.startpage38
dc.identifier.urihttps://hdl.handle.net/11421/2016
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2015.07.484
dc.identifier.volume199
dc.language.isoen
dc.relation.ispartofProcedia - Social and Behavioral Sciences
dc.rightsopenAccess
dc.subjectReading (process)
dc.subjectPsychology
dc.subjectSelf-efficacy
dc.subjectMathematics education
dc.subjectVariance (accounting)
dc.subjectSocial cognitive theory
dc.subjectPedagogy
dc.subjectSocial psychology
dc.subjectLinguistics
dc.subject.sdg4
dc.titleThe Role of Writing and Reading Self-efficacy in First-year Preservice EFL Teachers’ Writing Performance
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5070058337

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