Implicit Beliefs About Writing, Liking Writing, and Writing Performance of 8th Graders, 11th Graders, and College Students

• In Event: Poster Session 17
  In Poster Session: Social Influences on Learning

Abstract

This study examined implicit beliefs about writing as transmission or transaction, liking of writing, and writing performance of 8th-graders, 11th-graders, and college students. In all age groups, females held significantly higher levels of transactional beliefs than males. Females also were more successful writers than males at all levels and liked writing more, although college age females reported liking writing significantly less than middle and high school girls. English Language Arts (ELA) course enrollment was an additional source of variation, with students in higher-level courses showed stronger transactional beliefs, weaker transmissional beliefs, greater liking of writing, and better writing performance. Results are interpreted within developmental, experiential, and gender-related socialization frameworks.

Authors

• Roger H. Bruning, University of Nebraska - Lincoln

• Douglas F. Kauffman, University of Nebraska - Lincoln

• Courtney McKim, University of Wyoming

• Sharon Zumbrunn, Virginia Commonwealth University