قلق الكتابة لدى الطلبة المراهقين و علاقته باستراتيجيات الكتابة فوق المعرفية و الفاعلية الذاتية الكتابية
Other Title(s)
Writing anxiety among adolescents and its relationship with metacognitive writing strategies and writing self-efficacy
Joint Authors
الهياجنة، وليد سليمان يوسف
أبو غزال، معاوية محمود
خضير، رائد محمود السليم
Source
مجلة العلوم التربوية و النفسية
Issue
Vol. 20, Issue 3 (30 Sep. 2019), pp.59-94, 36 p.
Publisher
University of Bahrain Deanship of Graduate Studies and Scientific Research
Publication Date
2019-09-30
Country of Publication
Bahrain
No. of Pages
36
Main Subjects
Educational Sciences
Psychology
Topics
Abstract EN
The present study aimed to explore the level of writing anxiety among adolescents and its relationship with metacognitive writing strategies, and writing self-efficacy.
The sample of the study consisted of (646) students )296 males ,350 females( from the eighth basic grade, the tenth basic grade, and the second secondary )GSCE( grade, at Irbid Governorate- Hashemite Kingdom of Jordan.
The sample was selected by the stratified random method.
Three instruments were used )viz.24- item writing anxiety scale, 16-item metacognitive writing strategies scale,23-item writing self-efficacy scale) after checking their reliability and validity.
The results of the study indicated that the level of writing anxiety for all the participants was high.
Specifically, the cognitive domain came first followed by the avoidance and the physical domains which were ranked as moderate.
Additionally, the study reported statistically significant difference (at the level of α = 0.05( between the two estimated mean scores on each domain of the writing anxiety scale as a whole and for each domain that is attributed to gender variable in favor of male students.
Further the study showed statistically significant difference (at the level of α = 0.05( between the two estimated mean scores on each domain of the writing anxiety scale as a whole and for each domain that is attributed to grade variable in favor of second secondary grade students )GSCE( as compared to the mean score estimates of eighth and tenth grade students.
Finally, the study reported the effect of variables )namely; metacognitive writing strategies & writing self-efficacy) in increasing the prediction of writing anxiety; since using these strategies )namely; metacognitive( and increasing writing selfefficacy among the members of the study sample reduces their writing anxiety.
American Psychological Association (APA)
أبو غزال، معاوية محمود وخضير، رائد محمود السليم والهياجنة، وليد سليمان يوسف. 2019. قلق الكتابة لدى الطلبة المراهقين و علاقته باستراتيجيات الكتابة فوق المعرفية و الفاعلية الذاتية الكتابية. مجلة العلوم التربوية و النفسية،مج. 20، ع. 3، ص ص. 59-94.
https://search.emarefa.net/detail/BIM-908512
Modern Language Association (MLA)
أبو غزال، معاوية محمود....[و آخرون]. قلق الكتابة لدى الطلبة المراهقين و علاقته باستراتيجيات الكتابة فوق المعرفية و الفاعلية الذاتية الكتابية. مجلة العلوم التربوية و النفسية مج. 20، ع. 3 (أيلول 2019)، ص ص. 59-94.
https://search.emarefa.net/detail/BIM-908512
American Medical Association (AMA)
أبو غزال، معاوية محمود وخضير، رائد محمود السليم والهياجنة، وليد سليمان يوسف. قلق الكتابة لدى الطلبة المراهقين و علاقته باستراتيجيات الكتابة فوق المعرفية و الفاعلية الذاتية الكتابية. مجلة العلوم التربوية و النفسية. 2019. مج. 20، ع. 3، ص ص. 59-94.
https://search.emarefa.net/detail/BIM-908512
Data Type
Journal Articles
Language
Arabic
Notes
يتضمن مراجع ببليوجرافية : ص. 90-94
Record ID
BIM-908512