Large
Participants were asked to rate their answers on a scale of 1 to 4, meaning: 1 = not at all, 2 = hardly, 3 = somewhat, and 4 = a lot, very much, or very well, depending on the kind of question. Mean rating ( x ), standard deviation (SD), number of responses ( N ) for each question, and t -statistic ( t ) are indicated. The table includes assessment data from all six times the workshop was offered. NSF = National Science Foundation.
Overall, participants reported an increase in confidence regarding specific writing skills and in familiarity with key writing concepts based on pre- and post-workshop surveys. All of the self-evaluation assessments of familiarity, and all but two of the self-evaluation assessments of confidence, showed a large effect size ( Table 2 ). All increases in pre- to post- were statistically significant and showed a shift from lower to higher ratings of participants’ confidence and knowledge. The skills about which participants reported the greatest increase in confidence included those related to grant writing ( Table 2 , Sessions 5 and 6). The areas in which participants reported the greatest increase in familiarity, meaning that they reported little knowledge before the workshop and high knowledge after, were rhetorical concepts and revision techniques, some of which were also related to grant writing ( Table 2 , Sessions 2 and 5).
The skills that showed the smallest increase in self-efficacy before and after a session, as measured by effect size, were those about which students reported feeling confident or knowledgeable about already at the beginning of the session, such as having a good understanding of where their publication and writing activities fit into the larger world of scholarly communication ( Table 2 , Session 4).
The results of before and after questionnaires for “Secrets of Successful Scientific Writing” indicate that a short and focused workshop can improve confidence in and familiarity with key scientific writing skills, especially those surrounding one of the most anxiety-inducing scientific writing activities, grant writing. Four of the five largest effect sizes were for skills associated with this type of writing ( Table 2 ).
Confidence in one’s ability to perform a skill, or self-efficacy ( 10 ), has been shown to be an important component of the writing process, from elementary school through pre-professional training ( 25 – 27 ). Increasing writing self-efficacy has been shown to lessen writing anxiety ( 11 , 25 , 28 ), improve writing productivity ( 14 , 29 ), and, in the case of graduate students who speak English as a second language, improve performance ( 30 ). While some studies with undergraduates have found factors other than confidence to have a greater influence on writing ability ( 31 , 32 ), research with doctoral students consistently identifies confidence as a critical predictor of success. For example, Lonka et al. ( 33 , 34 ) found that perfectionism, procrastination, and frustration related to writing were predictive of higher levels of stress and lower productivity among Finnish PhD students, and that these negative feelings were often related to confidence. A similar study among PhD students in Spain found that the students who had the most frustration with writing were likely to be the least successful in their doctoral program ( 35 ). A workshop that helps to improve confidence in writing skills, such as the “Secrets of Successful Scientific Writing,” may lower frustration, anxiety, and fear related to writing.
Similarly, lack of familiarity with the conventions of scientific writing has been shown to impede the writing progress of novice researchers enrolled in graduate programs in medicine ( 3 ). Doctoral students who self-identify as underprepared in academic writing report that this lack of preparation makes it difficult to be fully independent as novice researchers ( 36 ). Furthermore, while this lack of preparation can be overcome by direct instruction ( 36 ), many advisors of PhD students report that they lack the time or the skills to instill such knowledge ( 6 , 37 ). Increasing familiarity with scientific writing conventions has been reported to improve writing confidence and self-assessed proficiency among doctoral students ( 29 ), and an intense, focused delivery of non-discipline-specific writing instruction to graduate students working on theses or dissertations has been shown to improve writing proficiency and research independence as assessed by before-and-after tests ( 38 ). Likewise, a study of 510 graduate-level biomedical students in Texas suggests that the development of skills in academic writing can improve research engagement and likelihood of program completion ( 39 ). Trainee self-assessments for our workshop indicated that it increased their familiarity with the skills and conventions of biomedical writing as well as their confidence.
Taken together, our results indicate that a short, focused workshop in the skills and conventions of scientific writing taught by a writing professional may improve confidence and research readiness in a cost-effective and time-efficient way. However, our evaluation may have some limitations. First, the participants in this voluntary workshop were self-selected and may have been predisposed to find the coursework valuable. In addition, many were actively engaged in writing: several trainees mentioned that they were currently working on a piece of professional writing, including dissertations, journal articles, and grant proposals. Therefore, their inclination to find value in the workshop might have been impacted by their immediate need. However, the feedback we received encourages us to believe that the value of the workshop is more profound than mere tutorial assistance.
There are challenges to designing a workshop of this nature. It is widely accepted that the most effective way to develop writers at the graduate level is through developmental feedback from supervisors ( 4 ). However, the structure and the number of participants of this workshop did not allow for extensive personalized feedback, nor did the workshop extend long enough to accompany participants on any substantial part of their development as writers. These drawbacks were addressed in a few ways during the workshop. First, students were encouraged to share writing they were working on outside of the workshop. Second, every class included opportunities to practice the skills just learned and to discuss the process with one or two partners during the workshop. Finally, there were multiple opportunities to discuss common frustrations with the writing process and to exchange strategies for addressing these frustrations. This workshop functioned also as a tool that participants could use to leverage writing instruction and feedback they had received or were receiving from other sources.
Certain issues arose during the development of the workshop and were addressed by adjusting the course content in subsequent workshops. The most substantial modification was the increase in 2016 from five sessions to six. Material has been added or modified in response to feedback, and some initial approaches that were less appreciated, such as the freeform workshopping model typical of creative writing seminars, were replaced with the current model that mixes lecture with in class writing practice and small group and large group discussions ( Table 1 ).
The central achievement of this 15-hour writing workshop has been the improvement in participant confidence related to key writing skills and in participant familiarity with key rhetorical concepts at all stages of their research careers. This training can be said to have increased self-efficacy related to biomedical research writing and will empower participants to take on future writing challenges with less hesitation and more success.
This project was supported by a grant from the National Institutes of Health, Grant # 11393977, to Inge Wefes. We are most grateful to Rose Shaw, PhD, for her assistance with the statistical analysis of the data. The funding source (NIH) did not participate in the design of the study, the collection, analysis, or interpretation of the data, or the writing of the manuscript. The authors declare they have no conflicts of interest.
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1997, Library & Information Science Research
michalinos zembylas , Elena Papanastasiou
Acitya : Journal of Teaching and Education
Yanti Sri Rezeki
Library & Information Science Research
Anthony Onwuegbuzie
Psychological Reports
Mary Lou Frank
24 male and 26 female students in introductory psychology completed questionnaires assessing six dimensions of anxiety: planning, doing a library search, administration of a test or instrument, doing statistical analysis, writing out research results, and presenting the results to an advisor or professor. Six applications of Cole and Oetting's Concept-specific Anxiety Scale were utilized to examine the dimensions of trainee-researchers' anxiety and scores on six subscales were analyzed. Identifiable trainee-researchers' anxiety was found, and scores on the Anxiety About Research Scale discriminated among the various dimensions. Specifically, anxiety about statistics was a significant area of anxiety for men and women, with women indicating more anxiety than men. Presentation of results to an advisor or professor produced identifiable anxiety, as did administration of a test. Implications are discussed.
International Journal of Advanced Research
Rina Arcigal
Renaldi Bimantoro
in higher educational context or universities in Indonesia, most EFL students still find difficulties to write the ideas in written form, especially in writing the background section of an academic article. There are a lot of problems occured when they are writing an academic article. On of the problems is writing apprehension which comes up with various types. Therefore, the researcher conducted this study by interviewing 10 university students of State Islamic University of Sunan Ampel Surabaya dealing investigating the types of writing apprehension. The analysis proves that there are 3 types of writing apprehension including low, medium and high apprehension. The three types show the participants responses are varied due to different perception, and also most of the students feel difficult to construct the theme in writing the academic article background. This study offers ways on how to overcome writing apprehension for university students by knowing and understanding the types ...
Materia socio-medica
Dr. Hasan Siamian
The aim of this research was to study of the relationship between research anxiety and self-efficacy from viewpoints of students at the Islamic Azad University (Babol Branch). The present study is applied research which using a survey and has done by descriptive approach. The study sample included of MA and PhD Students of which 312 were selected Stratified randomness at Islamic Azad University (Babol Branch). The instrument used for data collection, including two standard questionnaires, General Self-Efficacy Questionnaire and research anxiety Inventory. For data analyzing used, Linear regression test and analysis of variance. Multiple correlation coefficient between the variables is equal to R=0.385, which represents the correlation between variables (self-efficacy and research anxiety). The significance level for research anxiety was calculated less than the error rate is calculated, therefore, it can be considered a good predictor for efficacy. Gender and education variables due...
PIONEER: Journal of Language and Literature
Nina Inayati
Generating ideas plays the key role in the initial phase of writing process, but not many empirical research is available in the literature that address the problems that students face in generating ideas, especially during research proposal writing. The current study aims to find out students’ problems in generating ideas in writing the research proposal. This descriptive study mainly collected the data through survey and interview involving seventh semester students who were in their initial phase of drafting research proposal for their final projects. The data were then analyzed and presented using descriptive quantitative method. The findings indicate that most of the students’ reported facing problems when generating ideas during the initial phase of research writing. Data analysis show that the problems range from the topic development, theoretical frameworks identification, relevant theory search, trusted sources evaluation, research ideas and relevant theory connection, as w...
UHBAB ULUSLARARASI HAKEMLİ BEŞERİ VE AKADEMİK BİLİMLER DERGİSİ
Ahmet Dönger
Scientific research is defined as a systematic study on science and art, changing unknown to known by an enlightening and illumination process, asking questions, analyzing, evaluating, interpreting, making inferences, acquisition of knowledge by using the steps and learning process. Scientific research is a process that begins with the feeling of the problem and this process comprises collecting the data related to the problem, evaluating the data, creating solutions and proposals that will solve the problem as the result of evaluation and reporting these outcomes. The purpose of this research is to explore the anxiety levels of the prospective teachers studying at the faculty of education towards doing a scientific research by considering some demographic variables. The sample of the study consists of 168 teacher candidates who are studying at Turkish Language Education, Art Education, Science Education and Computer Education and Instructional Technology programs at Mustafa Kemal University Faculty of Education in the 2017-2018 academic years. The Cronbach's Alpha internal reliability coefficient of the 12-item Research Anxiety Scale used in the study was calculated as 0.84. As a result of the study, it was found that there is no significant difference in the anxiety levels between the female and male teacher candidates and teacher candidates will be able to do a scientific research by forcing them to do it, doing research will be enjoyable for teacher candidates, and problems that may arise during researching will not cause concern but teacher candidates get bored with researching shortly and often feel uneasy when researching.
The purpose of this study was to investigate the relationship between scores on Daly and Miller's (1975a) Writing Apprehension Test and on seven dimensions of Neemann and Harter's (1986) Self-perception Profile for College Students. Participants were 97 students (81 women and 16 men) from a variety of disciplinary backgrounds enrolled in graduate courses in research methodology. Analysis indicated that students with the lowest perceived scholastic competence and perceived creativity tended to have the highest anxiety about writing. Recommendations for research include replication.
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International Journal of Humanities and Innovation (IJHI)
ninik suryatiningsih
Sri Widiastuti
Journal of Learning Design
Shelley Burgin
Bruce P Ballenger
Journal of the American Society for Information Science and Technology
Pertti Vakkari
International Journal of Humanities, Social Sciences and Education
Samuel Adaboh
Su-Hie Ting
Amanda McIntosh
Daisy I Odunze
Roger Hurcombe
Pakistan Journal of Psychological Research
Humaira Jami
International Journal of Innovative Research in Education
Miloud Bekkar
European Journal of English Language Teaching
Tessie Miralles
Journal of Medicine, University of Santo Tomas
Maria Minerva Calimag
Mei Fung Yong
AJHSSR Journal
Jeff Immanuel
Faustino Jr. E R G E S A Oguan
S M Mukarram Jahan
Murat Altun Prof. Dr., Faculty of Education, Bursa Uludağ University, Bursa, Turkey
Murat Altun has been working as a Professor Doctor at Department of Mathematics Education Faculty of Education at Bursa Uludağ University in Turkey.
Gül Kaleli Yılmaz Assoc. Prof., Faculty of Education, Bursa Uludağ University, Bursa, Turkey
Gül Kaleli Yılmaz has been working as an Associated Professor Doctor at Department of Mathematics Education Faculty of Education at Bursa Uludağ University in Turkey. Her research is mainly on technological pedagogical content knowledge, mathematics and geometry education. She has journal articles published in international and national indexes, book chapters and papers presented to international meetings.
Barış Demir PhD Student, Faculty of Education, Bursa Uludağ University, Bursa, Turkey
Baris Demir is lecturer at Kocaeli University Hereke Omer Ismet Uzunyol Vocational School and PhD student at Bursa Uludag University Mathematics Education. His academic interests are mathematics education and mathematical modeling. He has articles and presentations on these topics.
Hülya Sert Çelik PhD Student, Faculty of Education, Bursa Uludağ University, Bursa, Turkey
Hulya Sert Çelik is a mathematics teacher at a secondary school affiliated to national education and a doctoral student at Bursa Uludag University. Her academic interests are mathematics and geometry education. She has articles and presentations on these topics.
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European Journal Of Physical Education and Sport Science
European Journal of Foreign Language Teaching
European Journal of English Language Teaching
European Journal of Special Education Research
European Journal of Alternative Education Studies
European Journal of Open Education and E-learning Studies
European Journal of Public Health Studies
European Journal of Fitness, Nutrition and Sport Medicine Studies
European Journal of Physiotherapy and Rehabilitation Studies
European Journal of Social Sciences Studies
European Journal of Economic and Financial Research
European Journal of Management and Marketing Studies
European Journal of Human Resource Management Studies
European Journal of Political Science Studies
European Journal of Literature, Language and Linguistics Studies
European Journal of Literary Studies
European Journal of Applied Linguistics Studies
European Journal of Multilingualism and Translation Studies
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Graduate students are faced with some difficulties in determining statistical methods to be used in their assignments and researches and this leads to anxiety in them. In this study, it was aimed to examine the relationships between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education and to compare these levels in terms of some variables. The research study group consists of 101 students studying at the master's and doctorate levels in the department of mathematics education and participated in the research voluntarily. As a data collection tool in the research, Statistical Anxiety Scale (SAS) and Metacognitive Awareness Scale (MCAS) were used. In the analysis of the data, descriptive statistics, t-test, ANOVA and Correlation Coefficient were used. According to the research results, it was determined that there is a negative and moderately significant relationship between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education. As a result of the analyzes, it was observed that the statistical anxiety and metacognitive awareness of the students were high, the statistical anxiety and metacognitive awareness levels differed statistically according to the variables of graduate education level and stage of graduate education, but did not differ significantly according to the variables of gender and taking statistics course.
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Home > Libraries > Library Philosophy and Practice - Electronic Journal > 1444
Relationship between library anxiety and attitudes toward computer based on an integrated model of atc and belcat of public libraries’ users.
Mohammad Reza Farhadpoor , Department of Information Management, College of Humanities, Ahvaz Branch, Islamic azad University, Ahvaz, Iran. Follow
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Purpose : the present study evaluated the relationship between library anxiety and attitude toward computer based on as integrated model of ATC and BELCAT of public libraries’ user.
Methodology : the study was conducted using the analytic survey. A sample of 370 participants was randomly selected out of 10757 users of public libraries in Dezful city, Khouzestan, Iran. To collect data for library anxiety, Bostick questionnaire and for computer attitude a questionnaire based on ATC and BELCAT models were used.
Findings : the results showed that the most important factor of distress based on the scale of Bostick was"the comfort with library (mean = 4.41) regarding the attitudes towards computer components of “computer appreciation" (mean ranks = 6.95) was reported as the most important factor. In addition, users' library anxiety and attitudes toward computer in terms of age and educational level were examined using one-way ANOVA; and Gender was also tested using the independent t-test, but no significant statistical difference was observed among these factors. The results indicated a significant relationship between library anxiety and user’s attitude toward computer (r=0.157) (p< 0.01). Also, it was found that attitudes toward computer can serve as an indicator of library anxiety.
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Over the past two decades, computer-based technologies have become dominant forces to shape and reshape the products and services the academic library has to offer. The applicationo of library technologies has had a profound impact on the way library resources are being used. Although many students continue to experience high levels of library anxiety, it is likely that the new technologies in the library have led to them experiencing other forms of negative affective states that may be, in part, a function of their attitude towards computers. This study investigates whether students' computer attitudes predict levels of library anxiety.
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Writing a Research Proposal: The Role of Library Anxiety, Statistics Anxiety, and Composition Anxiety Anthony J. Onwuegbuzie University of Central Arkansas This study examines the anxiety experienced by 81 graduate students from non-statistical disciplines, who wrote research proposals in an introductory research methodology course.
Research examining students' perceptions of statistics (e.g., Hanna et al., 2008; Papousek et al., 2012), suggests that their perceptions are multi-faceted with some facets concerning one's anxiety regarding statistics ('test and class anxiety, 'interpretation anxiety', and 'fear of asking for help'), while other facets reflect ...
Rita Kohrman. Education, Computer Science. 2002. TLDR. This thesis will study the interrelation of computer, research and library anxieties to the success of graduate education students by developing a questionnaire to measure the correlation between these three factors. Expand.
This study examines the anxiety experienced by 81 graduate students from non-statistical disciplines, who wrote research proposals in an introductory research methodology course. Quantitative and qualitative analyses of reflexive journals, anxiety questionnaires, and the students' research proposals revealed that research proposal writing anxiety (RPW) includes four components: library anxiety ...
As a library, NLM provides access to scientific literature. Inclusion in an NLM database does not imply endorsement of, or agreement with, the contents by NLM or the National Institutes of Health. ... Writing a research proposal: the role of library anxiety, statistics anxiety, and composition anxiety. Library Inform Sci Res. 1997; 19 (97):5 ...
Indeed, Onwuegbuzie (1997) found that library anxiety is one of the most prevalent components of research proposal writing (RPW) anxiety. Library anxiety, which is experienced by at least 75% of undergraduate students (Mellon, 1986), is an unpleasant feeling or emotional state with physiological and behavioral concomitants, which comes to the ...
a research class and showed that anxiety over writing research proposals was comprised of library anxiety, statistics anxiety, composition anxiety, and research anxiety. Two forms of statistics anxiety ... these factors explained 35.9% of the variance in proposal writing propensity. Students' self-perceptions are also affected by statistics ...
Anthony J. On~~gb~ie University of Central Arkansas This study examines the anxiety experienced by 8 1 ~adua~ students from non-statistical disciplines, who wrote research proposals in an introductory research methodology course. Quantitative and qualitative analyses of reflexive journals, anxiety questionnaires, and the studentsâ research proposals revealed that research proposal writing ...
Writing a research proposal: The role of library anxiety, statistics anxiety, and composition ... They also found that some sources of graduate -level writing anxiety in research proposal, namely ...
Onwuegbuzie, A. J. (1997). Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety. Library & Information Science ...
Writing a Research Proposal: The Role of Library Anxiety, Statistics Anxiety, and Composition Anxiety Anthony J. On~~gb~ie University of Central Arkansas This study examines the anxiety experienced by 8 1 ~adua~ students from non-statistical disciplines, who wrote research proposals in an introductory research methodology course.
Writing a research proposal: The role of library anxiety, statistics anxiety, and . composition anxiety. Library and Information Science Research, ...
Statistics anxiety is a common problem for graduate students. This study explores the multivariate relationship between a set of worry-related variables and six types of statistics anxiety. Canonical correlation analysis indicates a significant relationship between the two sets of variables. Findings suggest that students who are more intolerant of uncertainty, believe that worry is beneficial ...
Library anxiety is a kind of psychological fear experienced by the users while using information services or accessing the ICT-based information resources in a library. Library anxiety is ...
Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety ... anxiety questionnaires, and the students' research proposals revealed that research proposal writing anxiety (RPW) includes four components: library anxiety (comprising Interpersonal Anxiety, Perceived Library Competence, Perceived Comfort ...
Hutcheson GD, Sofroniou N (1999) The Multivariate Social Scientist: Introductory Statistics Using Generalized Linear Models. London: Sage. ... Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety. Library & Information Science Research 19(1): 5-33.
Writing a research proposal: The role of library anxiety, statistics anxiety and composition anxiety. Library & Information Science Research, 19(1), 5-33. Onwuegbuzie, A. J. & Jiao, Q. C. (2000). I'll go to the library later: The relationship between academic procrastination and library anxiety. College & Research Libraries, 6(1), 45-54.
Onwuegbuzie, A. J. (1997) Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety. Library and Information Science Research, 19(1), 5-33. Pan, W., & Tang, M. (2005). Students' perceptions on factors of statistics anxiety and instructional strategies. Journal of Instructional Psychology, 32(3), 205 ...
Statistics anxiety: Nature, etiology, antecedents, effects, and treatments-a comprehensive review of the literature. Teaching in Higher Education, 8(2), 195-209. doi: 10.1080/1356251032000052447. ... Writing a research proposal: the role of library anxiety, statistics anxiety, and composition anxiety, Library & Information Science Research, 19 ...
Abstract Purpose: the present study evaluated the relationship between library anxiety and attitude toward computer based on as integrated model of ATC and BELCAT of public libraries' user. Methodology: the study was conducted using the analytic survey. A sample of 370 participants was randomly selected out of 10757 users of public libraries in Dezful city, Khouzestan, Iran. To collect data ...
Over the past two decades, computer-based technologies have become dominant forces to shape and reshape the products and services the academic library has to offer. The applicationo of library technologies has had a profound impact on the way library resources are being used. Although many students continue to experience high levels of library anxiety, it is likely that the new technologies in ...
Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety 🔍. Elsevier Science; Elsevier ; Elsevier Ltd.; Elsevier BV (ISSN 0740-8188), Library & Information Science Research, #1, 19, pages 5-33, 1997 jan.
Our academic experts are ready and waiting to assist with any writing project you may have. From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs. ... Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety. Library and ...