استراتيجيات الكتابة فوق المعرفية وعلاقتها بقلق الكتابة لدى طلبة الدراسات لعليا

الملخص EN

That Life and societies are in steady change, due to the rapid movement and acceleration of scientific progress, that would cause changes in the nature of the individual’s thinking, trends, values, beliefs and dealing with others, and this would create something of psychological conflicts such as anxiety, which is one of the inherent features of the individual and causes many Sometimes there are cases of loss of excitement and loss of balance.

Excess anxiety is undoubtedly an abnormal situation because the individual is in an abnormal state and is likely to emit behaviors that are not accepted by society.

Where anxiety negatively affects writing performance, as researchers and learners have become more sensitive to this problem, especially writing anxiety.

Therefore, the current research seeks to find out: 1- Epistemological writing strategies for postgraduate students.

2- Correlational relationship between metacognitive writing strategies and writing anxiety among graduate students.

3- The statistically significant differences in the correlation between metacognitive writing strategies and writing anxiety according to gender (male, female), specialization (scientific, human) and degree (Master’s, PhD).Therefore, the researcher built metacognitive writing strategies and adopted the definition of (Flavell, 1976), and she adopted the scale (Al-Fartousi, 2018) and adopted the definition (Cheng, 2004) of writing anxiety, and then the researcher verified the validity and reliability of these two scales and analyzed their paragraphs statistically.

A sample of (372) male and female graduate students were chosen by the proportional random stratified method.

After completing the preparation of the research tools, the researcher applied them to a sample of (400) male and female graduate students at the University of Babylon according to gender (males, females), specialization (scientific, human) and certificate (Masters, Ph.D.) who were chosen by random method.

In order to analyze the results of the research, the researcher used a set of statistical methods that achieve the objectives of the research, which are the one-sample t-test, the t-test for two independent samples, the Pearson correlation coefficient, the Facronbach coefficient, the equation of simple linear regression analysis.

The researcher reached the following results: 1- That postgraduate students have a high level of metacognitive writing strategies.

2- Postgraduate students have writing anxiety.

3- There is an inverse (negative) correlation between the two variables, that is, the more the metacognitive strategies increase, the less the writing anxiety, and vice versa.

The fewer the metacognitive strategies, the greater the writing anxiety.