Emotions, Emotion Regulation, and Interpersonal Emotion Regulation for Academic Writing: A Collective Case Study with Doctoral Students
Keywordinterpersonal emotion regulation, writing group, academic writing, writing regulation, doctoral writing, emotions and academic writing
MetadataShow full item record
AbstractDealing with feedback, managing uncertainty regarding writing expectations, and juggling multiple demands are all part of making progress with academic writing. Emotion regulation can enable an academic writer to manage these emotion-related experiences and contribute to writing productivity. A writing group might be particularly beneficial to provide emotion regulation support from others through interpersonal emotion regulation. The purpose of this research was to understand the emotion experiences of doctoral student writers while engaged in academic writing in a social context, the ways in which graduate students experience emotions related to their academic writing, how interpersonal emotion regulation is enacted in social writing contexts, and which intrapersonal and interpersonal emotion regulation strategies support academic writing productivity. To investigate these experiences, in the current collective case study research, four doctoral student writers were led individually through meme elicitation during an initial interview to explore their previous emotion experiences in academic writing. Subsequent multi-participant writing group sessions were offered online and video recorded to document the ways in which the participants and the group facilitator (the researcher) provided interpersonal emotion regulation in that context. During and after each writing group session, participants were invited to complete a brief questionnaire about their emotions and their experiences in the group. Final individual interviews provided participants the opportunity to recount their emotion experiences while writing in the group context. Findings indicate that these doctoral student writers experienced a wide variety of emotions in relation to their academic writing. Participants reported a desire to feel positive, activating emotions while they were engaged in academic writing. These same emotions, including happiness, contentment, and engagement, for example, were reported when they were most satisfied with their writing progress after a writing group session. These doctoral student writers used a variety of interpersonal emotion regulation techniques to support each other, most frequently empathic concern and validation. Participants found emotions to be an important factor in writing motivation. They reported using strategies such as breaking the task into smaller pieces, working for shorter time periods, and compartmentalizing their tasks when they were feeling unmotivated to write.
Showing items related by title, author, creator and subject.
English Language Learners, Writing Challenges, and Writing Identities: Experiences of Graduate Student Writers in EducationFarzinpur, LeilaThis qualitative research, grounded within a sociocultural perspective, investigated the experiences of non-native speakers of English when they write in an academic context in graduate level education courses. I explored writing challenges and success, the effects of challenges on writing identity, and strategies and environment that enhance writing competency of 3 English Language Learners (ELLs) in an Ontario University. Data were collected through a survey design including a questionnaire, semi-structured interviews, and post-interview questions. Data analysis adopted a 6-step process for analyzing and interpreting qualitative data described by Creswell (2015). The study’s theoretical framework encompassed Ivanič’s (2004) multilayered view of language, and Ivanič’s (1998) 4 aspects of writing identities. Findings suggest that ELLs’ academic literacy practices are influenced by various elements, their writing identities are constructed and shifted in the academic setting, and their writing challenges have a significant influence on different aspects of their writing identities. In addition, ELLs can improve their writing competency and make progress in their academic literacy if they are provided with an appropriate and supportive learning environment, practices, and strategies. The study discusses implications of findings and suggests areas for further research.
A shared cabin in the woods: The presence and presents of writing in residential academic writing retreatsRatković, Snežana; McGinn, Michelle K.; Martinovic, Dragana; McQuirter Scott, Ruth (Equinox Publishing, 2019-11-27)In this paper, we investigated a model of academic development based upon a recurring residential academic writing retreat combining individual writing times, workshops, work-in-progress groups and one-on-one consultations with shared meals and informal gatherings in a natural environment. Using a case study research approach, we analysed data accumulated from seven annual residential writing retreats for education scholars. Participants included 39 academics, administrative staff, senior doctoral students and community partners from multiple institutions. We found evidence that the retreats enhanced participants’ knowledge of writing and publishing processes, advanced their academic careers, built scholarly capacity at their institutions and strengthened writing pedagogy. The data indicated that the presence of writing and writers at the residential academic writing retreats generated presents (i.e., gifts) for the participants. The presence of writing time, writing goals and writing activities in the company of other writers were key to the retreat pedagogy. Participants appreciated gifts of time and physical space and described giving and receiving peer feedback and emotional support as forms of gift exchange within the community. The resulting writing strategies, competencies and identities provided the gift of sustainability. The analysis confirmed that this ongoing, immersive, cross-institutional, cross-rank, institutionally funded model of academic development was effective and responsive to the needs of individual scholars.
The effectiveness of a multisensory writing program in improving cursive writing ability in children with sensorimotor difficultiesLockhart, Julia.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1991-07-09)It is estimated that five to ten percent of children experience sensory motor difficulties that result in various learnlng disabilitiies , among them. inabllity to output Information on paper in the appropriate manner (Ayres ,1985). The relationship between sensorimotorabillty and handwriting is well documented in the literature (Freeman,1917; Townsend , 1951; Nlkola-Ll sa, 1987). While much of the literature is inconclusive, there are findings to suggest that muitisensory handwriting programmes are an effective approach to improvlng writing abIlity in these chlldren. For a number of years, Occupational Therapists have been involved in the remediation of handwriting utllizing , amongst other approaches . multisensory programmes. While subjective assessments of effectiveness have been extremerly positive. scientIfic evaluation has been minimal . If further intervention in this area is to occur, it Is essential that the profession be able to justify the existence of such programmes . The purpose of this study was to examine what effects a multlsensory writing prog~am would have on the curslve writing ability of chlldren with sensorimotor dlfficulties. A single case with multiple baselines across be havlours design was used , with the behavlours being cursive writing abilIty of fIve distInct letter groups. The fIve groups were taught in random order, one group every two weeks , In a one-hour session. Repeated measurements of writing speed and qualIty for each letter group were made. This design was repeated over three other cases . Results of the study yielded statistical signifi cance in trend changes In specIfic letter groups for all of the chlldren following interventlon. One child achieved statistical significance In the overall change In quality , while none of the children achieved overall statistical significance In speed score changes . Teacher reports and an assessment of written language prior to and following the program suggest that Intervention may have had a positive effect on self-confidence in written output, and on the maturlty of written expression in some of the cases . Further research in this field is needed to validate the continual use of multisensory writing programmes by Occupational Theraplsts worklng with this specific population and to provide some directlon with regards to the Integration of multlsensory writing programmes within the regular academic remedial programme .