Writing self-efficacy of UNH Manchester Graduates

Donovan, Kimberly

dc.contributor.advisor	Sweeney, Christie
dc.contributor.author	Donovan, Kimberly
dc.contributor.other	Fensom, Gail
dc.contributor.other	Mantie, Scott
dc.contributor.other	Bowditch, Nathaniel
dc.date.accessioned	2022-11-09T15:09:19Z
dc.date.available	2022-11-09T15:09:19Z
dc.date.issued	2022-12
dc.identifier.uri	https://summit.plymouth.edu/handle/20.500.12774/451
dc.description	One goal of college education is to ensure that graduates can meet the writing demands of the workplace and further education. The purpose of this study was to determine if UNH Manchester is preparing students to write effectively in their careers and in graduate education. Data were collected from respondents who rated themselves on 20 statements about writing self-efficacy in their current position as a worker or a graduate student on a 10 point Likert type scale; additionally, 13 demographic questions were answered. Crosstabulation and statistical tests of difference were performed on the data to reveal the relationship between undergraduate writing experiences and current perceptions of the graduates' as writers on the job or in graduate school. The researcher found that respondents perceived themselves as strong writers in the workplace or at graduate school, suggesting that they have been prepared by their undergraduate writing instruction. They perceived themselves as very skilled at managing overt physical ills while writing, yet unskilled at managing disruptions while writing, Respondents who took first-year writing as part of their UNH Manchester writing intensive course sequence had higher self-efficacy scores, which indicates they perceive themselves as more effective writers. These results suggest that while UNH Manchester is preparing most students to be effective writers, the writing program can devise improvements to the writing intensive course sequence to address the needs described in the study.	en_US
dc.language.iso	en_US	en_US
dc.subject	self-efficacy, writing intensive, first-year writing, writing program, workplace writing, graduate school writing	en_US
dc.title	Writing self-efficacy of UNH Manchester Graduates	en_US
dc.type	Dissertation	en_US
dc.contributor.chair	Sweeney, Christie
etdms.degree.discipline	Department of Educational Leadership, Learning, and Curriculum	en_US
etdms.degree.grantor	Plymouth State University	en_US
etdms.degree.level	Doctorate	en_US
etdms.degree.name	Doctor of Education in Learning, Leadership, and Community	en_US