Improving Writing Self-Efficacy of Accounting Students

Yuebing Liu, HUI XU, John Peter Krahel

Abstract


Students are often unmotivated to complete writing assignments offered in the accounting curriculum, leaving them unprepared for the communication requirements of the modern accounting career. We posit that this is at least partially attributable to accounting students’ low writing self-efficacy. In this paper, we discuss how to enhance student motivation by increasing self-efficacy. Drawing on psychology research, we explain that self-efficacy can be enhanced via the use of well-designed assignments and pedagogical tools. To address the four sources of self-efficacy, we provide eleven practical suggestions which can be easily implemented in the classroom to boost student motivation in writing assignments.

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