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Predicting Faculty Intentions to Assign Writing in Their Classes.
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- Author(s): Trafimow, David; Ruckel, Lindsay M.; Stovall, Shelly; Raut, Yogesh J.
- Source:
International Journal for the Scholarship of Teaching & Learning; 2017, Vol. 11 Issue 2, preceding p1-7, 8p- Subject Terms:
- Source:
- Additional Information
- Abstract: Teachers who offer undergraduate courses agree widely on the importance of writing assignments to further undergraduate education. And yet, there is a great deal of variance among teachers in their writing assignments; some teachers assign no writing whatsoever. To determine the variables that influence the decisions of teachers about whether to assign writing, we predicted their intentions to assign writing from attitudes, subjective norms, perceived control, and perceived difficulty pertaining to assigning writing. Zeroorder correlations and hierarchical regression analyses implicate attitude and perceived difficulty as the most important predictors of teacher's intentions to assign writing in two studies. We also obtained open-ended belief statements in Study 1 and used them to obtain quantitative belief data in Study 2 to find and validate the importance of the impact of particular specific beliefs on intentions to assign writing. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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