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Perkins, Mike; Gezgin, Ulas Basar; Roe, Jasper – International Journal for Educational Integrity, 2020
Although there is much discussion exploring the potential causes of plagiarism, there is limited research available which provides evidence as to the academic interventions which may help reduce this. This paper discusses a bespoke English for Academic Purposes (EAP) programme introduced at the university level, aimed at improving the academic…
Descriptors: Plagiarism, Prevention, Intervention, English for Academic Purposes
Perez, Tony; Gregory, Kristen H.; Baker, Peter B. – Journal of Experimental Education, 2022
We pilot tested an identity-based relevance-writing intervention designed to support developmental community college students' (N = 54) educational commitment, value, and persistence. The intervention was embedded within regular journal assignments in two study skills courses with a third section serving as a comparison group. The intervention…
Descriptors: Two Year College Students, Community Colleges, Academic Persistence, Intervention
Linda P. Juang; Maja K. Schachner; Tugçe Aral; Miriam Schwarzenthal; David Kunyu; Hanna Löhmannsröben – Social Psychology of Education: An International Journal, 2024
We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents' school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65% of immigrant descent, 50% female, M[subscript age] = 12.35 years, SD[subscript age] = 0.69) from 7th…
Descriptors: Foreign Countries, Adolescents, Middle School Students, Longitudinal Studies
Stephens, Lauren E.; Kim, Gyunghoon; Fogle, E'Lisha V.; Kleinbort, Tori; Duffy, Lauren N.; Powell, Gwynn M.; Olsen, Lisa K.-P.; Kakraba Coleman, Karleisha; Gremillion, J. Paul – Schole: A Journal of Leisure Studies and Recreation Education, 2023
The quality of undergraduate student writing is cause for concern among academics and industry professionals alike. Because writing apprehension is thought to be a contributing factor in the current deficit of undergraduate writing proficiency, the Writing Apprehension Test (WAT) was administered to parks, recreation, and tourism students to…
Descriptors: Undergraduate Students, Writing Apprehension, Writing Skills, Writing Achievement
Michael W. Asher; Judith M. Harackiewicz; Patrick N. Beymer; Cameron A. Hecht; Liana B. Lamont; Nicole M. Else-Quest; Stacy J. Priniski; Dustin B. Thoman; Janet S. Hyde; Jessi L. Smith – Grantee Submission, 2023
We tested the long-term effects of a utility-value intervention administered in a gateway chemistry course, with the goal of promoting persistence and diversity in STEM. In a randomized controlled trial (N = 2,505), students wrote three essays about course content and its personal relevance or three control essays. The intervention significantly…
Descriptors: Intervention, Academic Persistence, Diversity, STEM Education
Ott, Jim E. – New Directions for Adult and Continuing Education, 2020
Abstract Educators are encouraged to engage military veterans enrolling in college in the use of "expressive writing" and related assignments as curriculum interventions to assist these student veterans in their transition from military to civilian life. This article describes semester-long studies conducted in 2015, 2016, and 2017 in…
Descriptors: Creative Writing, Veterans, College Students, Veterans Education
Vilz, Delia; Barwasser, Anne; Hoff, Susanne; Grünke, Matthias – Insights into Learning Disabilities, 2022
Writing is considered the most arduous academic task in school. Many students struggle with motivating themselves to engage in text production due to the enormous cognitive load it requires. In this pilot study, we used a simple electronic device that emits silent vibration signals at programmed intervals to help five sixth graders to stay focused…
Descriptors: Writing (Composition), Student Motivation, Grade 6, Writing Assignments
Pilotti, Maura A. E.; Elmoussa, Omar – Cogent Education, 2022
The present research examined the extent to which the initial approach to a research-writing course by STEM and non-STEM second-language learners may entail the contribution of different dispositions to course performance and ultimately be responsible for dissimilar outcomes. Individual differences in dispositions and behavior were assessed during…
Descriptors: Foreign Countries, Student Research, Writing (Composition), STEM Education
D. Adam Cletzer; Keisha Avery; Laura Hasselquist – NACTA Journal, 2022
Written communication skills are often among the most important applied skills sought by employers when hiring graduates of colleges of agriculture. However, recent reports cite a gap between employers' expectations and graduates' levels of preparedness in key applied skills, among them "effective written communication." One critical…
Descriptors: Writing Instruction, Teaching Methods, Writing Apprehension, Grammar
Curry, Kevin W., Jr.; Spencer, Dan; Pesout, Ondra; Pigford, Kimberly – Journal of Research in Science Teaching, 2020
Science writing, such as lab reports, allows students to form a meaningful understanding of scientific concepts. However, students often view scientific writing as unimportant and utilize surface level approaches when completing writing assignments. The current study implemented three experimental interventions (directly-communicated,…
Descriptors: Biology, Science Instruction, Science Laboratories, Writing (Composition)
Priniski, Stacy J.; Rosenzweig, Emily Q.; Canning, Elizabeth A.; Hecht, Cameron A.; Tibbetts, Yoi; Hyde, Janet S.; Harackiewicz, Judith M. – Journal of Educational Psychology, 2019
Utility-value (UV) interventions, in which students complete writing assignments about the personal usefulness of course material, show great promise for promoting interest and performance in introductory college science courses, as well as persistence in science, technology, engineering, and mathematics fields. As researchers move toward scaling…
Descriptors: Intervention, Writing Assignments, Introductory Courses, Essays
Evmenova, Anya S.; Regan, Kelley; Ahn, Soo Y.; Good, Kevin – Learning Disabilities: A Contemporary Journal, 2020
Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded…
Descriptors: Teaching Methods, Educational Technology, Technology Uses in Education, Writing Instruction
Khoo, Elaine; Huo, Xiangying – Journal of Teaching and Learning, 2022
International students with low academic English proficiency face challenges with reading their course materials and writing assignments. Their challenges are exacerbated during remote learning, as they remain in their home countries, immersed in their home languages, which may be quite distant from academic English. To investigate the effects of…
Descriptors: Foreign Students, English for Academic Purposes, Second Language Instruction, Second Language Learning
Rollins, Anna; Lillivis, Kristen – Composition Forum, 2018
Students who receive instruction in discipline-specific communication perform better in introductory and upper-level STEM courses. In this study, researchers investigate how writing center intervention can aid STEM faculty in revising assignment rubrics and conveying to students the discourse conventions and expectations for writing tasks. The…
Descriptors: Scoring Rubrics, Revision (Written Composition), Cooperation, STEM Education
Spencer, Trina D.; Petersen, Douglas B. – Language, Speech, and Hearing Services in Schools, 2018
Purpose: Despite literature showing a correlation between oral language and written language ability, there is little evidence documenting a causal connection between oral and written language skills. The current study examines the extent to which oral language instruction using narratives impacts students' writing skills. Method: Following…
Descriptors: Correlation, Oral Language, Written Language, Language Skills