ERIC Number: ED279023
Record Type: RIE
Publication Date: 1987-Mar
Reference Count: 0
Determining the Independence of Dispositional and Situational Writing Apprehension.
Donlan, Dan; Andreatta, Sylvia
To determine whether teacher intervention in the form of experimentally manipulated variables would significantly change the level of students' dispositional writing apprehension, a study evaluated the effects of two classroom interventions--one apprehension-producing (AP) and one apprehension-reducing (AR). Four situational variables were manipulated to construct the respective classroom environments--conspicuousness, evaluation, novelty, and ambiguity. Subjects, 321 secondary students divided into two groups, completed six writing assignments over a six week period under one of the two conditions. Subjects also completed a pre- and posttest of writing apprehension. It was hypothesized that the (1) growth scores in the AP group would be significantly different from those in the AR group, (2) number of students experiencing decreased dispositional apprehension would be significantly higher in the AR group than in the AP group, and (3) number of students experiencing an increase in dispositional apprehension would be significantly higher in the AP group than in the AR group. Statistical analysis confirmed all three hypotheses, supporting the assertion that dispositional and situational writing apprehension are independent concepts. Findings suggested that teacher intervention in the form of either increased or decreased apprehension levels in the classroom would have little effect on dispositional apprehension. (JD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English Spring Conference (6th, Louisville, KY, March 26-28, 1987).