The Impact Of Writing Intensive Courses On Writing Apprehension And Academic Motivation
Date of Graduation
Master of Science in Psychology
Current research in writing apprehension lacks evaluation of psychology course effectiveness in reducing this trepidation. The present study focused on three psychology courses and utilized Self-Determination Theory (SDT; Deci & Ryan, 1985, 2002) and student instructor rapport to assess changes in writing apprehension. Participants (N = 78) from three upperclass level courses completed the Basic Psychological Needs Scale (BPNS), Academic Motivation Scale (AMS), Daly-Miller Writing Apprehension Test-Revised (WAT-R), and Student Instructor Rapport Scale (SIRS-9) at the beginning and end of the semester. Even though pre-/post-test differences were non-significant for all three courses, the Experimental Psychology class exhibited the greatest decrease in writing apprehension. These findings indicate a necessity for degree specific writing instruction.
writing apprehension, academic writing, undergraduate writing, Self-Determination Theory, student instructor rapport
© Jacqueline Suzanne Byrket
Byrket, Jacqueline Suzanne, "The Impact Of Writing Intensive Courses On Writing Apprehension And Academic Motivation" (2016). MSU Graduate Theses. 2957.