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Anguish and anxiety, stress and strain: Attending to writers’ stress in the dissertation process

Published on Dec 1, 2017in Journal of Second Language Writing 3.32
· DOI :10.1016/j.jslw.2017.11.005
Lisa Russell-Pinson2
Estimated H-index: 2
(University of North Carolina at Charlotte),
M. Lynne Harris1
Estimated H-index: 1
(University of North Carolina at Charlotte)
Abstract
Abstract In this Short Communication, we report on some stresses experienced by L2 writers in the dissertation process and argue that when these emotions go unacknowledged and unaddressed, they can result in deleterious outcomes for these writers. Drawing on our work with writers in dissertation support groups, we note the sources of stress for the L2 students; while the genesis of some of the L2 students’ stress may be attributed solely to challenges in text production, other factors, such as interpersonal difficulties and intrapersonal conflicts, also contribute to stress and can negatively affect dissertators’ writing progress. We conclude by suggesting ways that writing professionals can assist writers in coping productively with the stresses experienced during the dissertation process.
  • References (46)
  • Citations (3)
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References46
Newest
Published on Feb 1, 2019in Current Psychology 1.28
Sonja Montgomery1
Estimated H-index: 1
(Wayne State University),
David H. Gregg2
Estimated H-index: 2
(Wayne State University)
+ 3 AuthorsMarjorie Beeghly27
Estimated H-index: 27
(Wayne State University)
The current study sampled students from a college in the United States Midwest, and examined the independent predictive strength of a variety of intrapersonal factors (alcohol use, procrastination, perfectionism, perceived level of stress, and coping style) with academic adjustment while controlling for academic motivation. These relations were also examined for moderation by academic motivation. The sample consisted of 273 college students, ranging in age from 18 to 25. Motivation contributed a...
2 Citations Source Cite
Published on Dec 1, 2017in Metacognition and Learning 3.71
Christopher A. Wolters21
Estimated H-index: 21
(Ohio State University),
Sungjun Won2
Estimated H-index: 2
(Ohio State University),
Maryam Hussain2
Estimated H-index: 2
(University of Delaware)
The primary goal of this study was to investigate whether college students’ academic time management could be used to understand their engagement in traditional and active forms of procrastination within a model of self-regulated learning. College students (N = 446) completed a self-report survey that assessed motivational and strategic aspects of self-regulated learning, time management, and procrastination. Results of regression analyses indicated that self-efficacy and metacognitive strategie...
6 Citations Source Cite
Published on Jun 7, 2017in Higher Education Research & Development 2.01
Margarita Huerta5
Estimated H-index: 5
(University of Nevada, Las Vegas),
Patricia Goodson23
Estimated H-index: 23
(Texas A&M University)
+ 1 AuthorsDominique T. Chlup5
Estimated H-index: 5
ABSTRACTResearchers interested in psychological factors affecting writers in higher-education institutions, or academic writers, are concerned with internal variables affecting writing productivity; however few empirical studies explore these factors with samples of students who are in the process of earning master’s or doctoral degrees (i.e., graduate students). In this study, we examined writing anxiety, self-efficacy and emotional intelligence (EI) in a sample of graduate students at a large,...
5 Citations Source Cite
Published on Jun 1, 2017in Journal of Autism and Developmental Disorders 3.48
Yona Lunsky26
Estimated H-index: 26
(University of Toronto),
Richard P. Hastings60
Estimated H-index: 60
(University of Warwick)
+ 3 AuthorsKaren White1
Estimated H-index: 1
This study evaluated two community based interventions for parents of adults with autism spectrum disorder and other developmental disabilities. Parents in the mindfulness group reported significant reductions in psychological distress, while parents in the support and information group did not. Reduced levels of distress in the mindfulness group were maintained at 20 weeks follow-up. Mindfulness scores and mindful parenting scores and related constructs (e.g., self-compassion) did not differ be...
10 Citations Source Cite
Published on May 1, 2017in Research Policy 4.66
Katia Levecque16
Estimated H-index: 16
(Ghent University),
Frederik Anseel21
Estimated H-index: 21
(Ghent University)
+ 2 AuthorsLydia Gisle7
Estimated H-index: 7
Research policy observers are increasingly concerned about the potential impact of current academic working conditions on mental health, particularly in PhD students. The aim of the current study is threefold. First, we assess the prevalence of mental health problems in a representative sample of PhD students in Flanders, Belgium (N = 3659). Second, we compare PhD students to three other samples: (1) highly educated in the general population (N = 769); (2) highly educated employees (N = 592); an...
52 Citations Source Cite
Published on Mar 1, 2017in Social Psychology of Education 1.26
Sohinee Ganguly2
Estimated H-index: 2
(Indian Institute of Technology Bombay),
Mrinmoyi Kulkarni2
Estimated H-index: 2
(Indian Institute of Technology Bombay),
Meenakshi Gupta3
Estimated H-index: 3
(Indian Institute of Technology Bombay)
There are two dominant strains in the literature on academic performance, the attribution studies and the self-efficacy studies. The present study attempted to incorporate these two strains while examining the academic performance of engineering undergraduate students in India. Time management and perceived stress were included in the model to predict grade goals and academic performance. Two age groups were compared to assess the impact of developmental change on the predictors of academic perf...
5 Citations Source Cite
Published on Jan 1, 2017in International Journal of Stress Management 1.95
James H. Amirkhan11
Estimated H-index: 11
(California State University, Long Beach),
Isidro Landa2
Estimated H-index: 2
(California State University, Long Beach),
Seyka Huff1
Estimated H-index: 1
(California State University, Long Beach)
2 Citations Source Cite
Published on Jan 1, 2016
Mary Renck Jalongo2
Estimated H-index: 2
,
Olivia N. Saracho22
Estimated H-index: 22
3 Citations Source Cite
Published on Oct 2, 2015in Journal of College Student Psychotherapy
Carol Morrison Straforini1
Estimated H-index: 1
(University of California, Berkeley)
The published psychological literature on the developmental milestone that is the doctoral dissertation emphasizes either psychological interpretations or practical strategies as ways to help, each often failing to note the critical importance of the other. Clinicians need to understand underlying psychological issues that may complicate the dissertation-writing process, including particular difficulties that can arise for first-generation college students and other nontraditional students. Inte...
2 Citations Source Cite
Published on Jan 1, 2015in Journal of Counseling Psychology 3.34
Kenneth G. Rice43
Estimated H-index: 43
,
Merideth E. Ray2
Estimated H-index: 2
+ 2 AuthorsJeffrey S. Ashby27
Estimated H-index: 27
9 Citations Source Cite
Cited By3
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Published on Apr 16, 2019in Higher Education Research & Development 2.01
Sylvia Anne Mackie (Swinburne University of Technology), Glen W. Bates17
Estimated H-index: 17
(Swinburne University of Technology)
ABSTRACTRecent research into the mental health of PhD candidates suggests that their high levels of stress could be caused in part or exacerbated by aspects of the doctoral education environment. However, the particulars of this environment have not been explored in consistent enough ways to provide a clear way forward for universities to respond to this issue. This article presents a systematic scoping review of the recent literature on this topic with the aims of collecting and consolidating t...
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Published on Mar 1, 2019in Journal of English for Academic Purposes 1.42
Ye Han2
Estimated H-index: 2
(Harbin Institute of Technology),
Fiona Hyland12
Estimated H-index: 12
(University of Hong Kong)
Abstract Although written corrective feedback (WCF) is often believed to evoke negative emotions, empirical studies on L2 students' affective reactions to this teaching and learning device are still lacking. Informed by research on academic emotions (Pekrun, 2006; Pekrun & Linnenbrink-Garcia, 2012), the paper reports on two case studies investigating Chinese university EFL students' emotional reactions to teacher WCF. Self-report data collected from retrospective verbal reports and interviews co...
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Published on Dec 1, 2018in Journal of Second Language Writing 3.32
Heather B. Finn1
Estimated H-index: 1
(Borough of Manhattan Community College)
Abstract There are several factors that contribute to a student’s struggles in an ESL writing course, and for community college students, these are often exacerbated by additional challenges like multiple jobs, family demands, and negative prior educational experiences. The myriad challenges that students face can present many obstacles, including course failure and the necessity to repeat the required writing class again, resulting in frustration, anxiety, and a lack of motivation. Considering ...
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