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Graduate Students as Academic Writers: Writing Anxiety, Self-Efficacy, and Emotional Intelligence

Huerta, M, Goodson, P, Beigi, M and Chlup, D (2016) Graduate Students as Academic Writers: Writing Anxiety, Self-Efficacy, and Emotional Intelligence. Higher Education Research & Development, 36 (4). pp. 716-729. ISSN 0729-4360

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Researchers interested in psychological factors affecting writers in higher-education institutions, or academic writers, are concerned with internal variables affecting writing productivity; however few empirical studies explore these factors with samples of students who are in the process of earning master’s or doctoral degrees (i.e., graduate students). In this study, we examined writing anxiety, self-efficacy, and emotional intelligence in a sample of graduate students at a large, research-intensive university in the United States. Using a survey, we collected measures on these variables in addition to demographic information from the participants. We then used the measures to descriptively compare groups of students with similar characteristics and to run three regression models to identify which variables best predicted writing anxiety. Our findings indicate self-efficacy is a statistically significant and large predictor of writing anxiety while emotional intelligence (EI) is not, though descriptive data showed moderate effects between EI and first language (i.e., whether or not a student reported English as a first language). In the presence of self-efficacy, gender remained a significant predictor of writing anxiety, while first language did not. We discuss implications for future research and practice focused on helping graduate student academic writers succeed.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research and Development on 4th October 2016, available online: http://www.tandfonline.com/10.1080/07294360.2016.1238881
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Liverpool Business School
Publisher: Taylor & Francis
Date Deposited: 30 Sep 2016 09:24
Last Modified: 30 Mar 2022 08:45
DOI or ID number: 10.1080/07294360.2016.1238881
URI: https://researchonline.ljmu.ac.uk/id/eprint/4221
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