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Psychosocial Predictors in College Writing

Author

Listed:
  • Gloria Con-ui Cuevas

    (College of Arts and Sciences, University of Cebu-Main Campus, Cebu Philippines)

  • Joavanni M. Pacaldo

    (College of Arts and Sciences, University of Cebu-Main Campus, Cebu Philippines)

  • Maria Gemma Geraldizo-Pabriga

    (College of Arts and Sciences, University of Cebu-Main Campus, Cebu Philippines)

  • Raiza Rhea Reponte-Sereño

    (College of Arts and Sciences, University of Cebu-Main Campus, Cebu Philippines)

  • Mary Joy Hernando

    (College of Arts and Sciences, University of Cebu-Main Campus, Cebu Philippines)

Abstract

The prevalence of writing anxiety among college students has been a pervasive concern across various academic disciplines, extending beyond Basic English courses. This study delved into the psychosocial factors contributing to writing-related challenges among students at the University of Cebu Main Campus during the 2016-2017 academic year. The data from 567 randomly selected college students enrolled in Writing in the Discipline classes were collected by implementing a descriptive-correlational research design and utilizing adapted and modified questionnaires. The research findings not only shed light on the relationship between students' profiles and their experiences of writing anxiety and motivation but also unveiled significant gender-based variations in the process and evaluation subscales of writing-related issues. Ultimately, this study underscored the substantial link between the students' chosen programs and the predictors of their writing challenges. Based on these insights, it is recommended to implement a strategic intervention program to alleviate writing anxiety and enhance motivation among college students, fostering improved writing outcomes across disciplines.

Suggested Citation

  • Gloria Con-ui Cuevas & Joavanni M. Pacaldo & Maria Gemma Geraldizo-Pabriga & Raiza Rhea Reponte-Sereño & Mary Joy Hernando, 2023. "Psychosocial Predictors in College Writing," International Journal of English Language Studies, Al-Kindi Center for Research and Development, vol. 5(4), pages 60-82, October.
    • Handle: RePEc:alk:ijels0:v:5:y:2023:i:4:id:6063
    DOI: 10.32996/jlds.2023.5.4.5
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