Pandora's box: An investigation of essay anxiety in adolescents

Barwick, Nick

doi:10.1080/13533339508404154

Cited by 8 publications

(8 citation statements)

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“…From a psychodynamic perspective, writing anxiety may be rooted in students' early experiences (Houp, 2009). Through an examination of case studies, Barwick (1995) found that those with writing anxiety could be classified into three categories: nonstarters, noncompleters, and nonexhibitors. Nonstarters avoid anxiety stemming from loss or rejection and demonstrate denial, self-idealization, and criticism.…”

Section: Writing Self-efficacymentioning

confidence: 99%

“…Faculty members can enhance their relationships with their students by encouraging students to attend office hours outside of class, providing detailed feedback on students' papers, facilitating discussion on the challenges of writing, and mentoring and tutoring students who need additional writing support. If students' writing anxiety is rooted in their early experiences (Barwick, 1995), then perhaps the more positive writing experiences they have, the more they will realize that writing can be enjoyable and not something they wish to avoid.…”

Section: Writing Self-efficacymentioning

confidence: 99%

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Pain and Pleasure in Short Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing Self‐Efficacy

Martinez

Kock

Cass

2011

J Adolescent & Adult Lit

116

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Since the inception of the Writing Across the Curriculum movement more than 30 years ago, scholars have explored ways of enhancing students' writing performance. Faculty members across disciplines are often challenged by students' resistance to writing; resistance that may stem from anxiety, poor academic performance, and lack of recognition that writing is important in their lives. To examine predictors of students' writing anxiety and writing self‐efficacy, 127 college students completed a pre‐ and post‐assessment survey. Findings indicated that GPA and gender significantly affected writing anxiety, and leisure writing and writing anxiety were significant predictors of writing self‐efficacy. Suggestions for future research and possible interventions for alleviating students' writing anxiety and enhancing their writing self‐efficacy and performance are provided.

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Section: Writing Self-efficacymentioning

confidence: 99%

Section: Writing Self-efficacymentioning

confidence: 99%

Pain and Pleasure in Short Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing Self‐Efficacy

Martinez

Kock

Cass

2011

J Adolescent & Adult Lit

116

View full text Add to dashboard Cite

show abstract

“…Houp's (2009) case study, for example, investigated writing anxiety in students learning English writing, and he concluded that the problem is mitigated when the early-experience stages of learning FL writing are highly concentrated. Barwick (1995) similarly gave importance to the initial practice of learning English writing, based on the way students express their attitude toward writing by means of avoidance, revision, and completion. Some researchers demonstrated that writing anxiety had a negative impact on grades on the written test (Lee & Krashen, 1997;Daly, 1985).…”

Section: Description Of Relevant Scholarshipmentioning

confidence: 99%

A Comparative Study of Writing Anxiety among Iranian University Students Majoring Translation, Teaching and Literature

Olanezhad¹

2015

ELT

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This study is designed to examine writing anxiety in three groups of EFL students who use English writing in their academic programs. The main purpose of this study is to determine the level and sources of anxiety that students experience while writing in English as a foreign language. To this end, 150 university students from Iranian EFL students majoring English related fields (Translation, Teaching, and Literature) in Tehran University, Faculty of Foreign Languages were asked to complete the EWAT questionnaire. The collected data will then be analyzed by the SPSS computer program; also the descriptive statistics were applied to examine the level and sources of anxiety that students experience while writing in English as a foreign language. Analysis of the EWAT results showed that participants felt most anxious about statements referring to evaluation and confidence in writing. They felt more secure about the statements referring to share their ideas. Writing was the least anxiety-provoking when statements were generally about enjoying writing. Finally, the students' answers to the open-ended question indicated that writing apprehension resulted from one or more sources: mainly the weakness of their past education, followed by a lack of confidence, and concern for the teacher's evaluation.

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“…The section on anxiety, though quite short, is one of the only other areas where psychodynamic reference is made (Barwick 1995). It states:…”

Section: Marion Gowmentioning

confidence: 99%

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Psychodynamic Practice

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Pandora's box: An investigation of essay anxiety in adolescents

Cited by 8 publications

References 1 publication

Pain and Pleasure in Short Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing Self‐Efficacy

Pain and Pleasure in Short Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing Self‐Efficacy

A Comparative Study of Writing Anxiety among Iranian University Students Majoring Translation, Teaching and Literature

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