Writing-anxiety

Grundy, Dominick

doi:10.1016/0197-4556(85)90014-0

Cited by 9 publications

(7 citation statements)

References 2 publications

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“…The supervisor suggested fewer changes for veterans than novices, and veterans seemed to make more effective use of the supervisor's recommendations. Grundy (1985) argued that writing is work and noted that the less competent the writer, the easier writing is assumed to be. Novices underestimated the amount of time needed to write psychological reports.…”

Section: Resultsmentioning

confidence: 98%

A process model of writing development across the life span

1996

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Section: Resultsmentioning

confidence: 98%

A process model of writing development across the life span

1996

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“…For example, decades of research supports the relationship between self-efficacy, apprehension, and performance with respect to student writing. Such findings have led to the term "writing anxiety" (Grundy, 1985). In general, students with high writing self-efficacy write better and are less anxious about writing than those with low writing self-efficacy (e.g., McCarthy et al, 1985;Pajares & Valiante, 1999).…”

Section: Introductionmentioning

confidence: 99%

Academic-Support Environment Impacts Learner Affect in Higher Education

Voisin

Phillips²,

Afonso³

2023

SUCCESS

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Unlike university classrooms, academic support services provide students opportunities for enactive mastery of a skill with immediate feedback in a low-risk learning environment. Given that this environment likely alters affective states, this study tracked support-seekers’ perception (n=107) of their anxiety and confidence before and after repeated 1 hour academic skill development sessions (n=384). Results showed that academic-support environment had a robust, immediate, and long-lasting effect on decreasing anxiety and increasing confidence. Positive outcomes such as reduced anxiety and increased confidence during an academic skill development session were associated with increased academic performance. There was a high rate of participants (98%) persisting into the next year of their program. Together this study demonstrates that the academic-support environment can provide intervention in the form of enhancing affective states in situations of high anxiety and low confidence to potentially affect academic outcomes and retention rates.

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“…Difficulties in writing activities experienced by students are caused by factors (1) the myth that writing cannot be taught (Swander, Leahly, & Cantrell, 2007); (2) writing causes self-anxiety (Grundy, 1985;Huerta, Goodson, Beigi, & Chlup, 2016;Martinez, Kock, & Cass, 2011;Della Sala, Calia, De Caro, & McIntosh, 2014); (3) writing is only owned and understood by students majoring in language or literature, (4) genetic or biological context (Graham, 2018). In addition, no less important is the lack of interest in writing (Tebeaux, 2016).…”

Section: Introductionmentioning

confidence: 99%

Teaching creative (Literary) writing: Indigenous psychological perspective

Ahmadi

2021

CJES

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This study aims to explore the teaching of creative writing through an indigenous perspective. This study used qualitative methods based on narrative interpretation and exposure. The respondents of this study were 40 students. Data collection techniques were conducted using creative writing, picking, and interviews. The data analysis technique consisted of three stages, namely pre-writing, writing process, and post-writing. The results showed that 77.5% of students answered very well, 17.5% answered well, 32% answered mediocre about the learning process of creative writing uses the perspective of indigenous psychology. Students’ responses related to the perspective of indigenous psychology that it makes someone easier to write: 32% of students answered yes, 0% answered no, and 68% answered mediocre. Students' responses regarding the perspective of indigenous psychology that it provides benefits to the learning of creative writing: 90% of students answered yes and 10% answered no. Students’ responses regarding the learning of creative writing that it is more easily using the perspective of indigenous psychology: 80% of students answered yes and 20% answered no. Keywords: creative writing, literature, indigenous studies, indigenous psychology, pre-writing, writing process, post-writing

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Writing-anxiety

Cited by 9 publications

References 2 publications

A process model of writing development across the life span

A process model of writing development across the life span

Academic-Support Environment Impacts Learner Affect in Higher Education

Teaching creative (Literary) writing: Indigenous psychological perspective

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