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Cognitive, affective, and behavioral factors in writing anxiety.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Cognitive, affective, and behavioral factors in writing anxiety./
作者:	McKain, Thomas Lee.
面頁冊數:	1 online resource (249 pages)
附註:	Source: Dissertations Abstracts International, Volume: 53-02, Section: B.
Contained By:	Dissertations Abstracts International53-02B.
標題:	Psychotherapy. -
電子資源:	click for full text (PQDT)
ISBN:	9798207413761

Cognitive, affective, and behavioral factors in writing anxiety.
McKain, Thomas Lee.

Cognitive, affective, and behavioral factors in writing anxiety. - 1 online resource (249 pages)

Source: Dissertations Abstracts International, Volume: 53-02, Section: B.

Thesis (Ph.D.)--The Catholic University of America, 1991.

Includes bibliographical references

This study consisted of two parts. First, the many factors that have been hypothesized as being related to writing-process problems in adults were carefully differentiated and integrated into a comprehensive model of writing-process problems. Second, the Writing Anxiety Questionnaire (WAQ), a more homogeneous self-report measure of trait writing anxiety than measures used previously, was used to test the relationship between writing anxiety and important components of the model. Subjects were 35 high- and 33 low-writing-anxious graduate students identified by their scores on the WAQ, which was distributed in 85 graduate courses during the first week of the semester. Shortly thereafter subjects completed measures on writing self-efficacy expectations, evaluation concerns, predilection for complex cognitive tasks, training in writing, knowledge of effective writing strategies, and writing memories. Subjects also completed measures immediately after their first major writing session of the semester; these measures provided information on the writing session and on state anxiety, self-statements, emotions, and productivity during the session. Subjects' GRE scores and paper grades were collected after the end of the semester. Compared to the low writing-anxious subjects, the high writing-anxious subjects had lower writing self-efficacy expectations, greater fears of negative evaluation, and more negative writing memories, and engaged in more negative self-talk during their writing session. Though the high writing-anxious subjects procrastinated more than did the low writing-anxious subjects, subjects in the two groups did not differ significantly with regard to how long, how much, or how fast they wrote during their first session, or the grades they received on their papers. The groups also did not significantly differ with regard to GRE scores, training or experience in writing, or knowledge of effective writing strategies. Preference for complex cognitive tasks was one of the few predictors of grade. Higher self-efficacy expectations were associated with less negative self-talk and greater productivity during the writing session. In summary, for the subjects in this study the "psychological" factors (e.g., self-efficacy beliefs) were more highly associated with writing anxiety than were the skill-related components, with the most important consequence of writing anxiety being procrastination on writing tasks.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798207413761Subjects--Topical Terms:

555943
Psychotherapy.
Subjects--Index Terms:

affectIndex Terms--Genre/Form:

554714
Electronic books.

Cognitive, affective, and behavioral factors in writing anxiety.
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520 $a This study consisted of two parts. First, the many factors that have been hypothesized as being related to writing-process problems in adults were carefully differentiated and integrated into a comprehensive model of writing-process problems. Second, the Writing Anxiety Questionnaire (WAQ), a more homogeneous self-report measure of trait writing anxiety than measures used previously, was used to test the relationship between writing anxiety and important components of the model. Subjects were 35 high- and 33 low-writing-anxious graduate students identified by their scores on the WAQ, which was distributed in 85 graduate courses during the first week of the semester. Shortly thereafter subjects completed measures on writing self-efficacy expectations, evaluation concerns, predilection for complex cognitive tasks, training in writing, knowledge of effective writing strategies, and writing memories. Subjects also completed measures immediately after their first major writing session of the semester; these measures provided information on the writing session and on state anxiety, self-statements, emotions, and productivity during the session. Subjects' GRE scores and paper grades were collected after the end of the semester. Compared to the low writing-anxious subjects, the high writing-anxious subjects had lower writing self-efficacy expectations, greater fears of negative evaluation, and more negative writing memories, and engaged in more negative self-talk during their writing session. Though the high writing-anxious subjects procrastinated more than did the low writing-anxious subjects, subjects in the two groups did not differ significantly with regard to how long, how much, or how fast they wrote during their first session, or the grades they received on their papers. The groups also did not significantly differ with regard to GRE scores, training or experience in writing, or knowledge of effective writing strategies. Preference for complex cognitive tasks was one of the few predictors of grade. Higher self-efficacy expectations were associated with less negative self-talk and greater productivity during the writing session. In summary, for the subjects in this study the "psychological" factors (e.g., self-efficacy beliefs) were more highly associated with writing anxiety than were the skill-related components, with the most important consequence of writing anxiety being procrastination on writing tasks.
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