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ERIC Number: ED458630
Record Type: Non-Journal
Publication Date: 2001-Aug
Pages: 26
Abstractor: N/A
Reference Count: N/A
The Effects of Motivation and Anxiety on Students' Use of Instructor Comments.
Wiltse, Eric M.
A study explored how students' writing apprehension and self-efficacy beliefs affect their use of teacher comments on first drafts of stories. The driving force behind the study stemmed from an interest in how to provide more effective, relevant feedback to students. The study examined student use of global and local feedback--global feedback is comment on a written composition's content, while local feedback is comment on mechanical writing issues. R. Straub's 1997 questionnaire was modified to reflect the type of writing mass communication students do--journalistic writing. A short news story was used with 10 teacher comments written on it--5 dealt with global issues and 5 dealt with local issues. Writing apprehension was measured by the Daly-Miller Writing Apprehension Test (1975), and writing self efficacy was measured by 3 instruments developed by Shell et al. (1989). The questionnaire was completed by 181 university students in the Rocky Mountain region. Statistical tests for differences between low and high students in self-efficacy, writing apprehension, and writing outcomes expectations seem to provide evidence that some students use global or local instructor feedback more than do others. The effect sizes indicate that the degree of those differences was small. However, the effect sizes are due to the lack of variability in the scores on the feedback instrument. The causal-comparative research design would not permit with any confidence the statement that self efficacy, outcomes expectations, or writing apprehension cause student use of different types of feedback. (Contains 2 tables and 34 references.) (NKA)
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A