Abstract
Research on graduate education is increasingly focused on students’ writing and reading experiences throughout their programs (McAlpine & Amundsen, 2012), as well as their motivation and well-being (Gardner, 2009; Hyun et al., 2006). However, limited research examines graduate students’ motivational experiences specific to writing and reading, especially in relationship to well-being outcomes. The present study used an online survey to explore writing and reading self-efficacy (i.e., a motivational construct) and several measures of well-being in graduate students (N = 851). Hierarchical linear regressions revealed writing self-efficacy to be a strong predictor of well-being. An interaction effect was also observed between writing and reading self-efficacy on imposter syndrome, suggesting the importance of both writing and reading support programs in well-being promotion. Copyright © 2019 AERA.
| Original language | English |
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| Publication status | Published - Apr 2019 |
| Event | 2019 Annual Meeting of American Educational Research Association: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence - Toronto, Canada Duration: 05 Apr 2019 → 09 Apr 2019 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2019-Annual-Meeting |
Conference
| Conference | 2019 Annual Meeting of American Educational Research Association: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence |
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| Abbreviated title | AERA 2019 |
| Country/Territory | Canada |
| City | Toronto |
| Period | 05/04/19 → 09/04/19 |
| Internet address |