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Writing Apprehension and Academic Achievement among Undergraduate Honors Students [microform] / Carl H. Boening, Lara A. Anderson and Michael T. Miller
Bib ID 5612226
Format BookBook, MicroformMicroform, OnlineOnline
Author
Boening, Carl H
 
Online Versions
Description [S.l.] : Distributed by ERIC Clearinghouse, 1997 
13 p. 
Summary

This study examined the relationship between writing apprehension and academic achievement among undergraduate honors students at the University of Alabama. A total of 75 male honors students completed Daly and Miller's Writing Apprehension Test and self-reported their grade point averages (GPA). The test measured apprehension or anxiety and fear of writing. The overall group mean score was 50, with a range of 29-65, indicating a moderate writing apprehension for the group. Correlational analysis indicated a low to moderate negative correlation between writing apprehension and GPA. The responses indicated moderate levels of apprehension to writing, falling well within the midrange of the instrument, thus providing a perception that these students, who have excelled in the classroom, are capable writers. (Contains 15 references.) (MDM)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Academic Achievement.  |  Grade Point Average.  |  Higher Education.  |  Honors Curriculum.  |  Males.  |  Undergraduate Students.  |  Writing Apprehension.  |  Writing Attitudes.  |  University of Alabama Writing Apprehension Test (Daly and Miller)
Form/genre Reports, Research.
Other authors/contributors Anderson, Lara A., author  |  Miller, Michael T., author
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