writing a research proposal the role of library anxiety statistics anxiety and composition anxiety

• DOI: 10.1016/S0740-8188(97)90003-7
• Corpus ID: 142346401

Writing a research proposal: The role of library anxiety

• A. Onwuegbuzie
• Published 1997

277 Citations

When you aren't in kansas any more: computer, research, and library anxieties of graduate education students, investigating writing anxiety of iraqi efl senior secondary school students, reading ability as a predictor of library anxiety, an example of text analysis software (emotaix-tropes) use: the influence of anxiety on expressive writing, role of library anxiety on cooperative group performance, library anxiety among polish students: development and validation of the polish library anxiety scale, the effects of writing apprehension in english language on mastering the writing skill, i'll go to the library later: the relationship between academic procrastination and library anxiety., use of bostick’s library anxiety scale (las) in a developing country perspective, use of bostick's library anxiety scale on undergraduate biological sciences students of kuwait university, 48 references, the discovery of grounded theory, treatment of writing apprehension and its effects on composition, writing apprehension, self-esteem, and personality, rigid rules, inflexible plans, and the stifling of language: a cognitivist analysis of writer’s block, the effects of writing apprehension on message encoding, validity of the writing apprehension test: two studies, further studies on writing apprehension: sat scores, success expectations, willingness to take advanced courses and sex differences, academic decisions as a function of writing apprehension., the effect of compulsory writing on writing apprehension., writing apprehension and writing competency, related papers.

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Scientific Writing Workshop Improves Confidence in Critical Writing Skills among Trainees in the Biomedical Sciences

Emily wortman-wunder.

1 Department of English, University of Colorado Denver, Denver, CO 80217-3364

2 University of Colorado Denver Anschutz Medical Campus, Aurora, CO 80045

Written communication is a key research skill, yet the current model of pre- and postdoctoral training in the biomedical sciences lacks consistent formal training in this area, leading to crises of confidence when tackling research writing. A 15-hour non-credit workshop, “Secrets of Successful Scientific Writing,” was developed in collaboration with an experienced instructor of scientific writing. The workshop consisted of six 2.5-hour sessions and was offered six times; a total of 126 trainees attended over these six offerings. Topics included strategies to engage the audience, principles of psychological linguistics to maximize sentence effectiveness, conventions of biomedical journal writing, technical writing and the history of scientific publishing, and two sessions on grant writing. Student confidence in and familiarity with targeted writing skills were assessed by self-evaluation questions administered immediately before and after each session. The workshop was determined to be effective at improving the confidence of participants regarding specific writing skills in the biomedical sciences, with all but two of the measures showing that the workshop had a large effect size. We conclude that a short, structured workshop can help improve the confidence and knowledge of pre- and postdoctoral writers, preparing them to better meet the writing challenges of their professional careers.

INTRODUCTION

Scientific writing is an essential workplace skill for biomedical researchers ( 1 ), yet its teaching is most frequently ad-hoc and informal at the graduate level, taking place within the apprenticeship culture of individual laboratories ( 2 – 6 ). This lack of formal training has led to uneven preparation in professional writing skills, resulting in inadequate publication and productivity rates and lack of confidence both in writing and in supervising other writers ( 5 – 7 ).

Effective written communication is consistently identified as a core workplace ability ( 8 , 9 ), and programs that successfully develop this skill have become more desirable for both employers and funding agencies. A key component of effective writing at the graduate and postdoctoral level is writing self-efficacy, or confidence in one’s ability to successfully complete the required tasks ( 10 , 11 ). However, graduate writing instruction often neglects this component, particularly in the early years of a training program ( 12 – 14 ). The work of Shah et al. ( 3 ), Catterall et al. ( 4 ), Cameron et al. ( 5 , 6 ), and others, as well as our own observations, indicate that the writing feedback most frequently offered to PhD students by research faculty emphasizes assessment over instruction in principles. Anecdotally, instructors admit that they often evaluate student writing skills without articulating how to achieve or improve those skills. Such imprecise or incomplete feedback can erode confidence and impede progress, leading to lower dissertation completion rates, lower publication rates, and higher graduate program dropout rates ( 3 , 11 , 14 ).

While it is generally agreed that structured writing classes alone are insufficient to produce significant changes in trainees’ writing ability, they can provide a useful metalanguage and formal introduction to the conventions of biomedical writing and can help improve both familiarity with rhetorical concepts and writing self-efficacy, producing writers who are more ready to be successful ( 3 – 6 , 10 , 11 , 14 ). However, the biggest challenge for providing such training for pre- and postdoctoral fellows in the biomedical sciences is the heightened competition for time. There have been few studies that assess the value placed by biomedical faculty on the development of beyond-the-laboratory skills, including writing. Watts et al. ( 15 ) found, in a survey of 817 faculty at seven institutions, that, while most respondents acknowledged the urgent need for such skills, faculty definitions of which skills were most critical varied widely, as did their assessment of the number of hours per month that should be dedicated to their development. As with all skill development, a minimum of time investment and practice is necessary to make an improvement stick and to enhance the self-efficacy of the trainees. Previous studies have looked at writing retreats and establishing writing groups ( 1 , 5 , 7 ), but to our knowledge, none have looked at the effectiveness of short courses to increase writing confidence.

A few institutions have addressed deficiencies in the writing of their science graduate students in a comprehensive and systemic way ( 16 ); however, most universities have cobbled together a patchwork of corrections and emergency assistance that neither address the underlying problems nor help students in a consistent way. From this perspective, the writing instruction options that are currently available to students at the University of Colorado Denver|Anschutz Medical Campus are typical. Over the past decade, some programs have developed formal writing interventions, including a small-group, five-student course on Hypothesis Development and Experimental Design offered by the Cancer Biology PhD Program and a graduate-level scientific writing class in collaboration with the College of Liberal Arts and Sciences’ English Department. The latter course is required for Biomedical Sciences and Biotechnology Master’s students, but this requirement has not been widely adopted by PhD programs. Finally, the CU Denver|Anschutz Writing Center offers one-on-one feedback but little formal instruction and tends to address or remedy acute rather than systemic needs. None of these options is positioned to help large numbers of trainees in the biomedical sciences on the Anschutz Medical Campus.

Our hypothesis is that a basic instructional workshop in written scientific communication implemented by an expert in writing instruction can increase the writing self-efficacy of novice researchers as well as their familiarity with the instructional content, thus empowering them to more effectively tackle the complex writing tasks they face ( 10 ). To this end, we developed a 15-hour workshop in scientific writing called “Secrets of Successful Scientific Writing,” which was sponsored by the NIH Program for Broadening Experiences in Scientific Training (BEST) ( 17 ). This program provides funding to 17 institutions in the United States to experiment with training opportunities and develop best practices that make pre- and postdoctoral trainees in the biomedical sciences more competitive for jobs inside and outside academia. We measured the course’s effectiveness by administering self-evaluation questions assessing the trainees’ self-efficacy regarding their writing skills before and after each of the six workshop units.

The University of Colorado Denver is a dual campus university, with the majority of undergraduate training and Master’s training being offered on the Denver Campus, and almost all pre- and postdoctoral training in the biomedical sciences being offered on the Anschutz Medical Campus. The Anschutz campus annually trains about 400 pre- and 400 postdoctoral fellows in the biomedical sciences, each of whom can select from a variety of workshops that the BEST Program offers on topics such as leadership development, project management, public speaking, and critical thinking, in addition to scientific writing.

In keeping with the funding source ( 18 ), the workshop primarily targeted PhD students and postdocs in the biomedical sciences, but, if seats were available, it was also opened to other people on the Anschutz Medical Campus, including faculty. The 15-hour (weekly 2.5-hour sessions) learning opportunity was offered without cost for participants and on a voluntary basis without academic credit ( Table 1 ). However, participants who took part in at least five of the six sessions earned a Certificate of Participation issued by the BEST Program. The instructor was a faculty member from the English Department with long-standing experience in teaching scientific communication. Each workshop session focused on a different topic, and the delivery format was a combination of lectures, group discussions, and in-class writing exercises. An accompanying workbook, designed by the instructor, contained examples for analysis, exercises, and some bedrock principles. Feedback on students’ works-in-progress was provided on a volunteer basis, either during sessions (students and the instructor would describe what is working and offer advice for improvement) or in writing from the instructor between sessions. To assess the impact of the workshop sessions while keeping the burden on participants minimal, participants were asked to complete short surveys regarding their confidence and familiarity with the material before and after each workshop session.

Topic and objectives of each of the six sessions of the workshop.

NSF = National Science Foundation; NIH = National Institutes of Health.

Informed consent for research involving human subjects

The only human data that are included here are the responses to the pre- and post- evaluations for each class. These data are presented anonymously. The Colorado Multiple Institution Review Board (COMIRB) has reviewed the grant that sponsored the study, including the related publication, and it did not find any ethical concerns. COMIRB has therefore declared that the study has Institutional Review Board exempt status.

Data collection and analysis

Workshop participants rated their confidence in and familiarity with various scientific writing skills before (pretest) and after (posttest) each workshop session ( Table 2 ). The form asked them to rate the qualities on a scale of 1 to 4, clarifying that 1 = not at all, 2 = hardly, 3 = somewhat, and 4 = a lot, very much, or very well, depending on the kind of question. Following the recommendation of CU Denver’s Director of Assessment as well as the CU Office of Institutional Research, we decided to use a four-point scale for the assessment, thereby insisting that workshop participants reflect on the value of the instructions and come at least to a tentative judgment. Of 24 skills, 17 (71%) were related to confidence, and 7 (30%) were related to familiarity. The internal consistency as indicated by Cronbach’s alpha was 0.9822 for confidence and 0.9709 for familiarity. Pretest ratings were compared with posttest ratings to determine the effect of the workshop on these skills for each participant; effect size was interpreted following Cohen ( 24 ). Briefly, the averaged pretest scores were subtracted from the posttest scores and then divided by the averaged standard deviation, with 0.8 being a large effect size, 0.5 being medium, and 0.2 being small ( 24 ). Mean rating ( x ), standard deviation (SD), t -statistic, and p value were calculated. Our analysis includes the data sets of six consecutive workshops, reaching a total audience of 126, of whom 75 attended enough sessions to be awarded a Certificate of Participation.

Self-assessment evaluation questions were asked immediately before and after each session.

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.

ACKNOWLEDGMENTS

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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Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety

1997, Library & Information Science Research

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Library Philosophy and Practice (e-journal)

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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The Impact of Information Technology on Library Anxiety: The Role of Computer Attitudes

• Qun G. Jiao
• Anthony J. Onwuegbuzie

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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