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The effects of relevance and confide...

Spain, Linda Monk.

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The effects of relevance and confidence strategies on writing apprehension, motivational levels, and writing performance on undergraduate composition students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of relevance and confidence strategies on writing apprehension, motivational levels, and writing performance on undergraduate composition students./
Author:	Spain, Linda Monk.
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0114.
Contained By:	Dissertation Abstracts International71-01A.
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388596
ISBN:	9781109551242

The effects of relevance and confidence strategies on writing apprehension, motivational levels, and writing performance on undergraduate composition students.
Spain, Linda Monk.

The effects of relevance and confidence strategies on writing apprehension, motivational levels, and writing performance on undergraduate composition students. - 173 p.

Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0114.

Thesis (Ph.D.)--University of South Alabama, 2009.

This study investigated writing apprehension, motivational levels, and writing performance of 68 undergraduates enrolled in four freshman composition courses during one semester. Participants in the treatment groups received relevance, confidence, or a combination of relevance and confidence motivational strategies based on Keller's ARCS model. In this study, results from paired samples t tests conducted on pretest and posttest scores for Daly-Miller's (1975) Writing Apprehension Test (WAT) supported the hypothesis that relevance motivational strategies significantly decreased writing apprehension. However, the six motivational levels of Pintrich, Smith, Garcia, and McKeachie's (1991) Motivated Strategies for Learning Questionnaire Manual (MSLQ) indicated specific statistically significant differences in the Relevance and Relevance/Confidence groups (extrinsic goal orientation, self-efficacy, and test anxiety) and the confidence group (task value). The results for all four groups indicated no statistically significant improvements in writing scores.

ISBN: 9781109551242Subjects--Topical Terms:

1669073
Education, Instructional Design.

The effects of relevance and confidence strategies on writing apprehension, motivational levels, and writing performance on undergraduate composition students.
LDR:02516nam 2200301 4500 001 1403126
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008 130515s2009 ||||||||||||||||| ||eng d
020 $a 9781109551242
035 $a (UMI)AAI3388596
035 $a AAI3388596
040 $a UMI $c UMI
100 1 $a Spain, Linda Monk. $3 1682373
245 1 4 $a The effects of relevance and confidence strategies on writing apprehension, motivational levels, and writing performance on undergraduate composition students.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0114.
500 $a Adviser: Daniel W. Surry.
502 $a Thesis (Ph.D.)--University of South Alabama, 2009.
520 $a This study investigated writing apprehension, motivational levels, and writing performance of 68 undergraduates enrolled in four freshman composition courses during one semester. Participants in the treatment groups received relevance, confidence, or a combination of relevance and confidence motivational strategies based on Keller's ARCS model. In this study, results from paired samples t tests conducted on pretest and posttest scores for Daly-Miller's (1975) Writing Apprehension Test (WAT) supported the hypothesis that relevance motivational strategies significantly decreased writing apprehension. However, the six motivational levels of Pintrich, Smith, Garcia, and McKeachie's (1991) Motivated Strategies for Learning Questionnaire Manual (MSLQ) indicated specific statistically significant differences in the Relevance and Relevance/Confidence groups (extrinsic goal orientation, self-efficacy, and test anxiety) and the confidence group (task value). The results for all four groups indicated no statistically significant improvements in writing scores.
520 $a Additional exploratory research examined English as second language (ESL) participants separately from the native speakers of English. The paired samples t tests results did not detect significant differences between ESL and native speakers. Results of the study, implications for teaching, and further research were discussed as related to the need to continue research on undergraduate writing performance and motivational strategies.
590 $a School code: 0491.
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Language, Rhetoric and Composition. $3 1019205
650 4 $a Education, Higher. $3 543175
690 $a 0447
690 $a 0681
690 $a 0745
710 2 $a University of South Alabama. $3 1017878
773 0 $t Dissertation Abstracts International $g 71-01A.
790 1 0 $a Surry, Daniel W., $e advisor
790 $a 0491
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388596