The Effects of Mood on Writing Apprehension, Writing Self-Efficacy, and Writing Performance

Abstract

ABOUT PSI CHI Psi Chi is the International Honor So ci ety in Psychology, found ed in 1929. Its mission: "recognizing and promoting excellence in the science and application of psy chol ogy." (Note. Our new mission statement is available at http://www.psichi.org/?page=purpose) Mem ber ship is open to undergraduates, graduate students, faculty, and alumni mak ing the study of psy chol ogy one of their major interests and who meet Psi Chi's min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS), and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,130 senior col leg es and universities around the world. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the Or ga ni za tion and sets pol i cy with the ap prov al of the chap ters. Psi Chi membership provides two major opportunities. The first of these is ac a dem ic rec og ni tion to all in duc tees by the mere fact of mem ber ship. The sec ond is the opportunity of each of the Society's local chapters to nourish and stim u late the pro fes sion al growth of all members through fellowship and activities de signed to augment and en hance the reg u lar cur ric u lum. In addition, the Or ga ni za tion provides programs to help achieve these goals including con ven tions, research awards and grants competitions, and publication opportunities. JOURNAL PURPOSE STATEMENT The twofold purpose of the Psi Chi Journal of Psychological Research is to foster and reward the scholarly efforts of psychology students as well as to provide them with a valuable learning experience. The articles pub lished in the Journal represent the work of under graduates, graduate students, and faculty. To further support authors and enhance Journal visibility, articles are now available in the PsycINFO®, EBSCO®, and Crossref® databases. In 2016, the Journal also became open access (i.e., free online to all readers and authors) to broad en the dissemination of research across the psychological science community.

An investigation of foreign language writing anxiety and its reasons among pre-service EFL teachers in Pakistan

“…Many researchers found that one of the primary reasons causing writing anxiety is a lack of writing practice throughout an academic career (Rabadi and Rabadi, 2020). Effective aspects such as aversion to writing, fear of criticism, and anxiety of being judged were also reported among anxious writers (Cheng et al, 1999;Vanhille et al, 2017;Rabadi and Rabadi, 2020). Meanwhile, individual differences such as age, gender, and socioeconomic background have been linked to various writing anxiety levels (Huwari and Abd Aziz, 2011).…”

Taming the Writing Demons: Overcoming Writing Apprehension

“…Writing apprehension is an overwhelming sense of anxiety associated with a feeling of dread when facing a writing activity. The feeling of writing apprehension may develop for numerous reasons including evaluation fear, lack of experience and confidence, or poor writing outcomes in the past (Vanhille, Gregory, & Corser, 2017). Other causes of writing apprehension may stem from a disinterest in writing or having one's work available for public review (Autman & Kelly, 2017).…”

“…When applied to writing, those who believe they possess the abilities to write well will write effectively, and those who believe they lack the abilities to write well will struggle. Bandura also later theorized that an individual's self‐efficacy comes from four major areas: mastery experiences, where an individual experiences success; vicarious experiences, where a person witnesses someone else's success; verbal persuasion, where an individual is confident in one's own capabilities; and physiological and affective states, where an individual's mindset and outlook focus on confidence (Bandura, 1997; Vanhille et al, 2017). In linking Bandura's theory to writing apprehension, writers with a low self‐efficacy would question their ability to write, would lack experience, lack mentors in writing, and view writing as a stressor, ultimately generating obstacles in writing success.…”

Online Debating as a Pedagogy for Enhancing Argumentative Writing and Reducing Writing Apprehension among EFL Majors

“…To meet this need, the present study attempts to investigate the effect of online debate in developing argumentative writing and reducing writing apprehension. limited experience and self-confidence , or a history of poor writing results (Vanhille, Gregory, & Corser, 2017). Other reasons for writing apprehension include a dislike of writing or making one's work liable to evaluation (Autman & Kelly, 2017).…”