Do students' beliefs about writing relate to their writing self-efficacy, apprehension, and performance?

Sanders-Reio, Joanne; Alexander, Patricia A.; Reio, Thomas G.; Newman, Isadore

doi:10.1016/j.learninstruc.2014.02.001

Cited by 123 publications

(120 citation statements)

References 28 publications

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“…Entwistle and McCune (2004: 327) pointed out that anxiety "was linked to conscientious study methods, high motivation, and high academic performance, and yet anxiety could also be debilitating or associated with ineffective studying, leading to poor grades". Some of the effects that writing anxiety produces in students are stress, nervousness, anger, and ineffective attitudes towards writing such as avoidance, dawdling, and resignation (Onwuebguzi and Collins 2001;Martinez, Kock and Cass 2011;Sanders-Reio, Alexander, Reio Jr. and Newman 2014).…”

Section: Writing Anxietymentioning

confidence: 99%

The relationship between writing anxiety, writing selfefficacy, and Spanish EFL students’ use of metacognitive writing strategies: a case study

Blasco

2016

J. engl. stud. (Logroño, internet)

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Section: Writing Anxietymentioning

confidence: 99%

The relationship between writing anxiety, writing selfefficacy, and Spanish EFL students’ use of metacognitive writing strategies: a case study

Blasco

2016

J. engl. stud. (Logroño, internet)

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“…It has been found that students at different educational levels felt apprehensive about writing to varying degrees (Cheng, 2002;Chiang, 2012;Huwari & Aziz, 2011;Onwuegbuzie, 1997). Previous studies have shown that writing self-efficacy could enhance writing performance and writing anxiety may hinder writing achievement (see Erkan & Saban, 2011;Sanders-Reio, Alexander, Reio Jr., & Newman, 2014;Woodrow, 2011). However, most previous studies into writing anxiety and self-efficacy focused on native English speaking students and ESL/EFL learners at secondary or university levels.…”

Section: Introductionmentioning

confidence: 99%

Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan

Ho¹

2015

HES

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This study investigates research writing anxiety and self-efficacy beliefs among English-as-a-Foreign-Language (EFL) graduate students in engineering-related fields. The relationship between the two writing affective constructs was examined and students' perspectives on research writing anxiety were also explored. A total of 218 survey responses from engineering graduate students at Taiwanese universities were analyzed, along with qualitative data from open-ended questions and semi-structured interviews. The findings show that while master's and doctoral students felt a similar moderate level of writing anxiety, senior doctoral students were more self-efficacious about writing research papers in English than their junior counterparts. Overall, students with higher writing self-efficacy felt less apprehensive. Additionally, among the individual variables, experience in writing for publication better predicted writing anxiety and self-efficacy than students' self-reported English proficiency and the number of writing courses taken. The qualitative findings indicated various sources of graduate-level writing anxiety, including insufficient writing skills in English, time constraints, and fear of negative comments. Furthermore, composing different sections of a research paper provoked different levels of anxiety due to the variations in the rhetorical purposes and discourse structures of particular sections. Implications on dealing with research writing anxiety are also discussed.

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“…Recently, however, White and Bruning (2005) have developed a writing beliefs inventory designed to assess individual differences in conceptions of writing (see also Sanders-Reio, Alexander, Reio & Newman, 2014). Such individual differences are important not just in determining how individuals go about writing but also as a potential moderator of the effects of different writing interventions (Kieft, Rijlaarsdam & van den Bergh, 2008).…”

Section: Introductionmentioning

confidence: 99%

Effects of writing beliefs and planning on writing performance

Baaijen

Galbraith

Glopper

2014

Learning and Instruction

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White and Bruning (2005) distinguished two sets of writing beliefs: transactional and transmissional beliefs. In this paper we analyse their beliefs scale and suggest two hypotheses about how such beliefs relate to writing performance. The single-process hypothesis treats the beliefs as different amounts of engagement, whereas the dual-process hypothesis claims that the beliefs represent different types of engagement. We then describe the results of an experiment with 84 university students as participants that assessed the relationship between writing beliefs, different forms of pre-planning and different aspects of writing performance.Our results support the dual-process hypothesis, and suggest that transactional beliefs are about the preference for a top-down strategy or a bottom-up strategy, while transmissional beliefs are about the content that is written about. These beliefs interact in their effects on text quality, the amount and type of revision carried out, and the extent to which writers develop their understanding. They also moderate the effectiveness of outlining as a strategy.

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Do students' beliefs about writing relate to their writing self-efficacy, apprehension, and performance?

Cited by 123 publications

References 28 publications

The relationship between writing anxiety, writing selfefficacy, and Spanish EFL students’ use of metacognitive writing strategies: a case study

The relationship between writing anxiety, writing selfefficacy, and Spanish EFL students’ use of metacognitive writing strategies: a case study

Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan

Effects of writing beliefs and planning on writing performance

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