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Investigating Daily Writing Emotions, Attention Regulation, And Productivity: An Intensive Longitudinal Study, Eric Ekholm
Investigating Daily Writing Emotions, Attention Regulation, And Productivity: An Intensive Longitudinal Study, Eric Ekholm
Theses and Dissertations
Emotions pervade academic situations and influence the ways that learners think, behave, and achieve (Pekrun, 2006; Schutz & Lanehart, 2002). Writing may be a particularly emotion-laden activity, and especially so for students concentrating in fields that value writing production. However, very few studies have quantitatively investigated writers’ emotional experiences. The goal of the current study was to examine the writing-related emotions of graduate students enrolled in writing-intensive disciplines as well as how these emotions related to writers’ daily productivity and attention-regulation behaviors. To do so, the study employed a daily diary design (Gunthert & Wenze, 2012) in which participants completed …
Variable- And Person-Centered Approaches To Examining Construct-Relevant Multidimensionality In Writing Self-Efficacy, Morgan Debusk-Lane
Variable- And Person-Centered Approaches To Examining Construct-Relevant Multidimensionality In Writing Self-Efficacy, Morgan Debusk-Lane
Theses and Dissertations
Writing self-efficacy is a vital component to a students’ motivation and will to succeed towards writing. The measurement of writing self-efficacy over the past 40 years, despite its development, continues to largely be represented by Confirmatory Factor Analysis models that are limited due to their restricted item to factor constraints. These constraints, given prior literature and the theoretical understanding of self-efficacy, do not adequately model construct- relevant psychometric multidimensionality as a product of conceptual overlap or a hierarchical or general factor. Given this, the present study’s purpose was to examine the adapted Self-efficacy for Writing Scale (SEWS) for the presence …