Dissertation/Thesis Abstract

Creative confidence: Self-efficacy and creative writing in an out-of-school time program and beyond
by Deegan, Allison, Ed.D., California State University, Long Beach, 2010, 252; 3448618
Abstract (Summary)

This study explores the connection between participation in an out-of-school time (OST) creative writing program for adolescent girls and the development of self-efficacy in creative writing, and in other areas such as academic confidence and educational goal formation. The study was conducted using an adaptation of the Listening Guide methodology, which seeks to uncover individual voices within interview transcripts, analyzing them alongside the researcher's personal impressions and synthesis. Participants (N = 18) were drawn from alumni members of WriteGirl, a Los Angeles-based OST creative writing and mentoring program for teen girls. This study utilized electronic methods and tools such as online interviewing, qualitative data analysis software and interne social networking spaces. The study revealed a strong articulated connection between confidence in creative writing skills and confidence in other areas, as well as a link between the development of that creative confidence and participation in the WriteGirl OST program. Future implications for research and practice include strategies to incorporate creative content into OST program models and academic curricula, especially those designed to build confidence and reach out to adolescent girls.

Indexing (document details)
Advisor: Murray, John P.
School: California State University, Long Beach
School Location: United States -- California
Source: DAI-A 72/05, Dissertation Abstracts International
Subjects: Language arts, Educational leadership
Keywords: After-school programs, Creative writing, Leadership, Out-of-school time, Self-efficacy
Publication Number: 3448618
ISBN: 9781124550466
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