Teaching students to regulate their emotions and writing performance through relaxation/thought replacement and learning strategy use.
Item
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Title
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Teaching students to regulate their emotions and writing performance through relaxation/thought replacement and learning strategy use.
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Identifier
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AAI9969705
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identifier
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9969705
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Creator
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La Femina, James Vincent.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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2000
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Language, Rhetoric and Composition
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Abstract
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This study examined the effectiveness of relaxation/thought replacement training (RTR) and strategic training (ST) for improving both writing quality aid self-efficacy, and decreasing writing anxiety. The study also tested three theoretical positions, the interference aid skills deficit models of anxiety, and a social cognitive model of learning. Forty females and 34 males (n = 74) enrolled in a writing skills workshop were recruited for this study. All were non-matriculated undergraduate students who had failed the college's entrance writing test.;This study utilized a pretest/posttest 2 x 2 factorial design to test the effectiveness of RTR and ST. The subjects received either, RTR, ST, both RTR and ST, or the workshop training. The outcome variables were measured using the Writing Quality Primary Trait Scoring Scale, and modified versions the Test Anxiety Inventory and the Self-Efficacy for Writing Questionnaire.;The effects of RTR and ST were analyzed using three separate analysis of covariance for each of the outcome measures. A path analysis was utilized to test the predictive and mediational role of self-efficacy. The results revealed a significant main effect for ST on writing quality and self-efficacy, and a significant main effect for both ST and RTR on anxiety. No treatment interaction was found. Results of the path analysis revealed a significant direct path from ST to writing quality and a significant indirect path to writing quality through self-efficacy. No path was found from writing anxiety to writing quality. A significant negative path was found from RTR to writing quality.;The results support the utility of graphic organizers as a powerful tool for improving both cognitive and affective factors. The findings also support a social-cognitive model which postulates that ST would be more effective than RTR for improving students' writing performance and increasing self-efficacy beliefs. Additionally, a social-cognitive model predicted that the effect of ST would be mediated through self-efficacy, not anxiety.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
