Avaliação de Autoeficácia em Escrita no Brasil: Tradução e Validação Preliminar da Self-Efficacy for Writing Scale e do Writing Strategy Questionnaire
Resumo
A coleta confiável de dados sobre aprendizes é central ao campo de learning analytics. Este estudo apresenta a tradução e validação preliminar das escalas Self-Efficacy for Writing Scale (SEWS) e Writing Strategies Questionnaire (WSQ) para o português brasileiro (SEWS-BR e WSQ-BR), que são instrumentos que avaliam autoeficácia e estratégias de escrita. Seguindo um processo sistemático de tradução e adaptação, as escalas foram aplicadas em uma amostra de 51 estudantes do ensino médio. Os resultados demonstraram consistência interna adequada (α > 0, 70) para a maioria dos constructos, exceto para estratégias afetivas (α = 0, 58), e correlações variando de moderada a forte entre os fatores, alinhadas com a estrutura teórica original. Apesar da limitação do pequeno tamanho amostral, os dados iniciais sugerem que as versões adaptadas são promissoras para uso em contextos educacionais brasileiros. Assim, este artigo contribui instrumentos para coleta de analíticas de aprendizagem em atividades de escrita.Referências
Arias-Gundín, O., Real, S., Rijlaarsdam, G., and López, P. (2021). Validation of the writing strategies questionnaire in the context of primary education: A multidimensional measurement model. Frontiers in Psychology, 12:700770.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2):122.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., and Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of educational psychology, 105(1):25.
Chen, Y. (2011). Study of the writing strategies used by chinese non-english majors. Theory and practice in language studies, 1(3):245–251.
Graham, S., Ng, C., Hebert, M., Santangelo, T., Aitken, A. A., Camping, A., and Nusrat, A. (2025). Can teaching writing enhance students’ writing self-efficacy: A meta-analysis. Journal of Educational Psychology.
Harkness, J. (2011). Research methods in human-computer interaction. Ann Arbor: Survey Research Center, Institute for Social Research, University of Michigan.
Hwang, S. (2025). Unpacking the impact of writing feedback perception on self-regulated writing ability: The role of writing self-efficacy and self-regulated learning strategies. Behavioral Sciences, 15(2):100.
Kavanoz, S. and Yuksel, H. (2016). Developing and validating a self-efficacy scale for scholarly writing in english. 2016:71–82.
Knight, S., Shibani, A., Abel, S., Gibson, A., and Ryan, P. (2020). Acawriter: A learning analytics tool for formative feedback on academic writing. Journal of Writing Research.
Lazar, J., Feng, J. H., and Hochheiser, H. (2017). Guidelines for Best Practice in Cross-Cultural Surveys.Full Guidelines. Morgan Kaufmann.
León-Gutiérrez, M., Morales-García, W. C., Morales-García, M., Jaimes-Soncco, J., Saintila, J., and Mamani, P. G. R. (2023). Psychometric properties and invariance of the self-efficacy for writing scale in peruvian high school students. Frontiers in Education, Volume 7 - 2022.
Pedro, L. Z. (2016). Uso de gamificação em ambientes virtuais de aprendizagem para reduzir o problema da externalização de comportamentos indesejáveis. PhD thesis, Universidade de São Paulo.
Ramos Villagrasa, P. J., Sánchez-Iglesias, I. A., Grande, M., Oliván, B. A., MartÃn PeÃ, J., and Cáncer, P. (2018). Spanish version of Self-Efficacy for Writing Scale (SEWS). Anales de PsicologÃa, 34:86 – 91.
Raoofi, S., Miri, A., Gharibi, J., and Malaki, B. (2017). Assessing and validating a writing strategy scale for undergraduate students. Journal of Language Teaching and Research, 8(3):624.
Shen, B. and Wang, L. (2024). Development and validation of questionnaire for self-regulated learning writing strategies (qsrlws) for efl learners. International Review of Applied Linguistics in Language Teaching.
Shibani, A., Knight, S., and Buckingham Shum, S. (2019). Contextualizable learning analytics design: A generic model and writing analytics evaluations. In Proceedings of the 9th international conference on learning analytics & knowledge, pages 210–219.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2):122.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., and Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of educational psychology, 105(1):25.
Chen, Y. (2011). Study of the writing strategies used by chinese non-english majors. Theory and practice in language studies, 1(3):245–251.
Graham, S., Ng, C., Hebert, M., Santangelo, T., Aitken, A. A., Camping, A., and Nusrat, A. (2025). Can teaching writing enhance students’ writing self-efficacy: A meta-analysis. Journal of Educational Psychology.
Harkness, J. (2011). Research methods in human-computer interaction. Ann Arbor: Survey Research Center, Institute for Social Research, University of Michigan.
Hwang, S. (2025). Unpacking the impact of writing feedback perception on self-regulated writing ability: The role of writing self-efficacy and self-regulated learning strategies. Behavioral Sciences, 15(2):100.
Kavanoz, S. and Yuksel, H. (2016). Developing and validating a self-efficacy scale for scholarly writing in english. 2016:71–82.
Knight, S., Shibani, A., Abel, S., Gibson, A., and Ryan, P. (2020). Acawriter: A learning analytics tool for formative feedback on academic writing. Journal of Writing Research.
Lazar, J., Feng, J. H., and Hochheiser, H. (2017). Guidelines for Best Practice in Cross-Cultural Surveys.Full Guidelines. Morgan Kaufmann.
León-Gutiérrez, M., Morales-García, W. C., Morales-García, M., Jaimes-Soncco, J., Saintila, J., and Mamani, P. G. R. (2023). Psychometric properties and invariance of the self-efficacy for writing scale in peruvian high school students. Frontiers in Education, Volume 7 - 2022.
Pedro, L. Z. (2016). Uso de gamificação em ambientes virtuais de aprendizagem para reduzir o problema da externalização de comportamentos indesejáveis. PhD thesis, Universidade de São Paulo.
Ramos Villagrasa, P. J., Sánchez-Iglesias, I. A., Grande, M., Oliván, B. A., MartÃn PeÃ, J., and Cáncer, P. (2018). Spanish version of Self-Efficacy for Writing Scale (SEWS). Anales de PsicologÃa, 34:86 – 91.
Raoofi, S., Miri, A., Gharibi, J., and Malaki, B. (2017). Assessing and validating a writing strategy scale for undergraduate students. Journal of Language Teaching and Research, 8(3):624.
Shen, B. and Wang, L. (2024). Development and validation of questionnaire for self-regulated learning writing strategies (qsrlws) for efl learners. International Review of Applied Linguistics in Language Teaching.
Shibani, A., Knight, S., and Buckingham Shum, S. (2019). Contextualizable learning analytics design: A generic model and writing analytics evaluations. In Proceedings of the 9th international conference on learning analytics & knowledge, pages 210–219.
Publicado
25/11/2025
Como Citar
RODRIGUES, Luiz; XAVIER, Cleon; RIBEIRO, Fabíola; COSTA, Newarney Torrezão; MELLO, Rafael Ferreira Leite de.
Avaliação de Autoeficácia em Escrita no Brasil: Tradução e Validação Preliminar da Self-Efficacy for Writing Scale e do Writing Strategy Questionnaire. In: WORKSHOP DE APLICAÇÕES PRÁTICAS DE LEARNING ANALYTICS E INTELIGÊNCIA ARTIFICIAL NO BRASIL (WAPLA), 3. , 2025, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 12-21.
DOI: https://doi.org/10.5753/wapla.2025.15852.
