Implicit writing beliefs and their relation to writing quality

Mary Jane White; Roger Bruning

doi:10.1016/j.cedpsych.2004.07.002

Implicit writing beliefs and their relation to writing quality

Mary Jane White, Roger Bruning

Educational Psychology

Research output: Contribution to journal › Article › peer-review

91 Scopus citations

Abstract

Writers have beliefs that may influence engagement during writing and consequently effect writing quality. Students completed a writing beliefs inventory that identified transmissional and transactional beliefs. Transmissional beliefs reflect limited cognitive and affective engagement during writing whereas transactional beliefs reflect higher engagement. Relations between writing beliefs and writing quality were examined with a different group of students. ANOVA results indicated that students with low transactional beliefs scored low on organization and overall writing quality and students with high transactional beliefs scored high on idea-content development, organization, voice, sentence fluency, conventions, and overall writing quality. Results indicate that individuals hold implicit writing beliefs that can be measured and that relate in stable and predictable ways to writing quality.

Original language	English (US)
Pages (from-to)	166-189
Number of pages	24
Journal	Contemporary Educational Psychology
Volume	30
Issue number	2
DOIs	https://doi.org/10.1016/j.cedpsych.2004.07.002
State	Published - Apr 2005

Bibliographical note

Copyright:
Copyright 2005 Elsevier B.V., All rights reserved.

Keywords

Beliefs
Motivation
Writing
Writing education
Writing efficacy
Writing quality

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10.1016/j.cedpsych.2004.07.002

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title = "Implicit writing beliefs and their relation to writing quality",

abstract = "Writers have beliefs that may influence engagement during writing and consequently effect writing quality. Students completed a writing beliefs inventory that identified transmissional and transactional beliefs. Transmissional beliefs reflect limited cognitive and affective engagement during writing whereas transactional beliefs reflect higher engagement. Relations between writing beliefs and writing quality were examined with a different group of students. ANOVA results indicated that students with low transactional beliefs scored low on organization and overall writing quality and students with high transactional beliefs scored high on idea-content development, organization, voice, sentence fluency, conventions, and overall writing quality. Results indicate that individuals hold implicit writing beliefs that can be measured and that relate in stable and predictable ways to writing quality.",

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AB - Writers have beliefs that may influence engagement during writing and consequently effect writing quality. Students completed a writing beliefs inventory that identified transmissional and transactional beliefs. Transmissional beliefs reflect limited cognitive and affective engagement during writing whereas transactional beliefs reflect higher engagement. Relations between writing beliefs and writing quality were examined with a different group of students. ANOVA results indicated that students with low transactional beliefs scored low on organization and overall writing quality and students with high transactional beliefs scored high on idea-content development, organization, voice, sentence fluency, conventions, and overall writing quality. Results indicate that individuals hold implicit writing beliefs that can be measured and that relate in stable and predictable ways to writing quality.

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KW - Writing efficacy

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Implicit writing beliefs and their relation to writing quality

Abstract

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Keywords

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