Predicting Faculty Intentions to Assign Writing in Their Classes
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 influ...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Georgia Southern University
2017-07-01
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| Series: | International Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol11/iss2/12 |
| _version_ | 1818862876098560000 |
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| author | David Trafimow Lindsay Ruckel Shelly Stovall Yogesh Raut |
| author_facet | David Trafimow Lindsay Ruckel Shelly Stovall Yogesh Raut |
| author_sort | David Trafimow |
| collection | DOAJ |
| description | 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. Zero-order 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. |
| first_indexed | 2024-12-19T10:06:49Z |
| format | Article |
| id | doaj.art-11bcdd34290a4b6e9050ccbfeddc0a18 |
| institution | Directory Open Access Journal |
| issn | 1931-4744 |
| language | English |
| last_indexed | 2024-12-19T10:06:49Z |
| publishDate | 2017-07-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | International Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-11bcdd34290a4b6e9050ccbfeddc0a182022-12-21T20:26:28ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442017-07-0111210.20429/ijsotl.2017.110212Predicting Faculty Intentions to Assign Writing in Their ClassesDavid TrafimowLindsay RuckelShelly StovallYogesh RautTeachers 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. Zero-order 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.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol11/iss2/12attitudesubjective normperceived controlperceived difficultywriting assignments |
| spellingShingle | David Trafimow Lindsay Ruckel Shelly Stovall Yogesh Raut Predicting Faculty Intentions to Assign Writing in Their Classes International Journal for the Scholarship of Teaching and Learning attitude subjective norm perceived control perceived difficulty writing assignments |
| title | Predicting Faculty Intentions to Assign Writing in Their Classes |
| title_full | Predicting Faculty Intentions to Assign Writing in Their Classes |
| title_fullStr | Predicting Faculty Intentions to Assign Writing in Their Classes |
| title_full_unstemmed | Predicting Faculty Intentions to Assign Writing in Their Classes |
| title_short | Predicting Faculty Intentions to Assign Writing in Their Classes |
| title_sort | predicting faculty intentions to assign writing in their classes |
| topic | attitude subjective norm perceived control perceived difficulty writing assignments |
| url | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol11/iss2/12 |
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