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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F53091492%2FDoctoral_students_writing_profiles_and_their_relations_to_well_being_and_perceptions_of_the_academic_environment%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F53091492%2FDoctoral_students_writing_profiles_and_their_relations_to_well_being_and_perceptions_of_the_academic_environment%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":70041031,"identifier":"Attachment_70041031","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":53091492,"created_at":"2021-09-21T01:54:03.616-07:00","from_world_paper_id":173723439,"updated_at":"2024-11-24T05:13:41.621-08:00","_data":{"publisher":"Springer Science and Business Media LLC","grobid_abstract":"using a person-centred approach. We also studied differences between profiles in terms of experienced well-being and perceptions of the learning environment. The participants of our study (n = 664) were PhD students from three faculties at the University of Helsinki, Finland. The Writing Process Questionnaire (Lonka et al., 2014) was used to measure writing conceptions and problematic writing. Well-being was measured by MED NORD, adapted to the doctoral context (Lonka et al., 2008; Stubb, Pyhältö \u0026 Lonka, 2011) and Perceptions of the learning environment, using specific items from Dahlin et al. (2005). PhD students with similar patterns of writing variables were identified through latent profile analysis (LPA). We conducted one-way ANOVAs to examine group differences with respect to well-being and perceptions of learning environment. We identified three writing profiles: Growth-Transforming (51%), Ambivalent (40%), and Fixed-Blocking (9%) groups. The Fixed-Blocking group reported a lack of interest the most often and also reported receiving the least feedback. The Growth-Transforming group was the most and the Fixed-Blocking group the least satisfied with their studies. It appeared that epistemic beliefs related to research writing were most decisive in differentiation among PhD students. Blocks were related to beliefs in innate ability. We concluded that although problems in writing are quite common, epistemic beliefs may be even more decisive in terms of successful research writing.","publication_name":"Higher Education","grobid_abstract_attachment_id":"70041031"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Doctoral students’ writing profiles and their relations to well-being and perceptions of the academic environment","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [44954130]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":70041031,"attachmentType":"pdf"}"><img alt="First page of “Doctoral students’ writing profiles and their relations to well-being and perceptions of the academic environment”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/70041031/mini_magick20210921-29417-7vzwkb.png?1632214596" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Doctoral students’ writing profiles and their relations to well-being and perceptions of the academic environment</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="44954130" href="https://helsinki.academia.edu/KirstiLonka"><img alt="Profile image of Kirsti Lonka" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/44954130/11936357/39349742/s65_kirsti.lonka.jpg" />Kirsti Lonka</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">Higher Education</p></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">using a person-centred approach. We also studied differences between profiles in terms of experienced well-being and perceptions of the learning environment. The participants of our study (n = 664) were PhD students from three faculties at the University of Helsinki, Finland. The Writing Process Questionnaire (Lonka et al., 2014) was used to measure writing conceptions and problematic writing. Well-being was measured by MED NORD, adapted to the doctoral context (Lonka et al., 2008; Stubb, Pyhältö & Lonka, 2011) and Perceptions of the learning environment, using specific items from Dahlin et al. (2005). PhD students with similar patterns of writing variables were identified through latent profile analysis (LPA). We conducted one-way ANOVAs to examine group differences with respect to well-being and perceptions of learning environment. We identified three writing profiles: Growth-Transforming (51%), Ambivalent (40%), and Fixed-Blocking (9%) groups. The Fixed-Blocking group reported a lack of interest the most often and also reported receiving the least feedback. The Growth-Transforming group was the most and the Fixed-Blocking group the least satisfied with their studies. It appeared that epistemic beliefs related to research writing were most decisive in differentiation among PhD students. Blocks were related to beliefs in innate ability. We concluded that although problems in writing are quite common, epistemic beliefs may be even more decisive in terms of successful research writing.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":70041031,"attachmentType":"pdf","workUrl":"https://www.academia.edu/53091492/Doctoral_students_writing_profiles_and_their_relations_to_well_being_and_perceptions_of_the_academic_environment"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":70041031,"attachmentType":"pdf","workUrl":"https://www.academia.edu/53091492/Doctoral_students_writing_profiles_and_their_relations_to_well_being_and_perceptions_of_the_academic_environment"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="70041031" data-landing_url="https://www.academia.edu/53091492/Doctoral_students_writing_profiles_and_their_relations_to_well_being_and_perceptions_of_the_academic_environment" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="1871906" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1871906/Lonka_K_Chow_A_Keskinen_J_Hakkarainen_K_Sandstr%C3%B6m_N_and_Pyh%C3%A4lt%C3%B6_K_accepted_for_publication_How_to_measure_PhD_students_conceptions_of_academic_writing_and_are_they_related_to_wellbeing_Journal_of_Writing_Research">Lonka, K., Chow, A., Keskinen, J., Hakkarainen, K., Sandström,. N., & Pyhältö, K. (accepted for publication). How to measure PhD students’ conceptions of academic writing – and are they related to wellbeing? Journal of Writing Research</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="266791" href="https://helsinki.academia.edu/KaiHakkarainen">Kai Hakkarainen</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This study investigated PhD students' conceptions of writing and how they saw themselves as writers. The Writing Process Questionnaire was created to analyse PhD students' ideas of academic writing. In addition, it was of interest, what the relation between conceptions of writing and the PhD students' well-being was. The participants were 669 PhD students from a major Finnish university who volunteered to fill in a questionnaire. The present study covered scales for measuring six distinct theoretical constructs that were created by forming sum variables of 26 questions: Blocks, Procrastination, Perfectionism, Innate ability, Knowledge transforming, and Productivity. Confirmatory factor analysis (CFA) was used to verify the six-dimension construct. Exhaustion, stress, anxiety and lack of interest all correlated positively with Blocks, Procrastination, and Perfectionism, and negatively with Productivity. Confirmatory factor analysis conducted by LISREL confirmed the six-factor structure of the writing scale. In conclusion, there is good evidence that the questionnaire is a reliable and valid tool, and it captures some essential aspectsof academic writing process and its emotional dimensions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Lonka, K., Chow, A., Keskinen, J., Hakkarainen, K., Sandström,. N., \u0026 Pyhältö, K. (accepted for publication). How to measure PhD students’ conceptions of academic writing – and are they related to wellbeing? Journal of Writing Research","attachmentId":36129832,"attachmentType":"pdf","work_url":"https://www.academia.edu/1871906/Lonka_K_Chow_A_Keskinen_J_Hakkarainen_K_Sandstr%C3%B6m_N_and_Pyh%C3%A4lt%C3%B6_K_accepted_for_publication_How_to_measure_PhD_students_conceptions_of_academic_writing_and_are_they_related_to_wellbeing_Journal_of_Writing_Research","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/1871906/Lonka_K_Chow_A_Keskinen_J_Hakkarainen_K_Sandstr%C3%B6m_N_and_Pyh%C3%A4lt%C3%B6_K_accepted_for_publication_How_to_measure_PhD_students_conceptions_of_academic_writing_and_are_they_related_to_wellbeing_Journal_of_Writing_Research"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="48134154" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/48134154/How_to_measure_PhD_students_conceptions_of_academic_writing_and_are_they_related_to_well_being">How to measure PhD students’ conceptions of academic writing – and are they related to well-being?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="266791" href="https://helsinki.academia.edu/KaiHakkarainen">Kai Hakkarainen</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Writing Research, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">This study investigated PhD students' conceptions of writing and how they saw themselves as writers. The Writing Process Questionnaire was created to analyse PhD students' ideas of academic writing. In addition, it was of interest, what the relation between conceptions of writing and the PhD students' well-being was. The participants were 669 PhD students from a major Finnish university who volunteered to fill in a questionnaire. The present study covered scales for measuring six distinct theoretical constructs that were created by forming sum variables of 26 questions: Blocks, Procrastination, Perfectionism, Innate ability, Knowledge transforming, and Productivity. Confirmatory factor analysis (CFA) was used to verify the six-dimension construct. Exhaustion, stress, anxiety and lack of interest all correlated positively with Blocks, Procrastination, and Perfectionism, and negatively with Productivity. Confirmatory factor analysis conducted by LISREL confirmed the six-factor structure of the writing scale. In conclusion, there is good evidence that the questionnaire is a reliable and valid tool, and it captures some essential aspectsof academic writing process and its emotional dimensions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"How to measure PhD students’ conceptions of academic writing – and are they related to well-being?","attachmentId":66903933,"attachmentType":"pdf","work_url":"https://www.academia.edu/48134154/How_to_measure_PhD_students_conceptions_of_academic_writing_and_are_they_related_to_well_being","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/48134154/How_to_measure_PhD_students_conceptions_of_academic_writing_and_are_they_related_to_well_being"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="87391918" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/87391918/Being_and_Perceptions_of_the_Academic_Environment">Being and Perceptions of the Academic Environment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="803481" href="https://unir-es.academia.edu/MariaCerratoLara">Maria Cerrato-Lara</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2018</p><p class="ds-related-work--abstract ds2-5-body-sm">using a person-centred approach. We also studied differences between profiles in terms of experienced well-being and perceptions of the learning environment. The participants of our study (n = 664) were PhD students from three faculties at the University of Helsinki, Finland. The Writing Process Questionnaire (Lonka et al., 2014) was used to measure writing conceptions and problematic writing. Well-being was measured by MED NORD, adapted to the doctoral context (Lonka et al., 2008; Stubb, Pyhältö & Lonka, 2011) and Perceptions of the learning environment, using specific items from Dahlin et al. (2005). PhD students with similar patterns of writing variables were identified through latent profile analysis (LPA). We conducted one-way ANOVAs to examine group differences with respect to well-being and perceptions of learning environment. We identified three writing profiles: Growth-Transforming (51%), Ambivalent (40%), and Fixed-Blocking (9%) groups. The Fixed-Blocking group reported a ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Being and Perceptions of the Academic Environment","attachmentId":91612980,"attachmentType":"pdf","work_url":"https://www.academia.edu/87391918/Being_and_Perceptions_of_the_Academic_Environment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/87391918/Being_and_Perceptions_of_the_Academic_Environment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="16323275" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/16323275/Writing_conceptions_and_psychological_well_being_in_Ph_D_studies_students_perspectives">Writing conceptions and psychological well-being in Ph.D. studies: students’ perspectives</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="803481" href="https://unir-es.academia.edu/MariaCerratoLara">Maria Cerrato-Lara</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The present study aims to analyze and explain the relationship between scientific writing conceptions and psychological well-being in the third cycle of university. It includes a comparative study in which we analyze the patterns obtained in two samples (631 Spanish and 939 Finnish doctoral students), and a study about writers' profiles (focused on the 631 Spanish students). The tools used for the data collection are The Writing Process Questionnaire (Lonka et al., 2014), which is translated and adapted to the Spanish population, and one scale of the MED NORD questionnaire (Lonka et al., 2008) -adapted to the PhD context in Pyhältö et al. (2009). The correlational analysis of factors in the cross-cultural study and the analysis of profiles of the Spanish PhD students reveal a relationship between writing and well-being. Furthermore, the results sustain the use of The Writing Process Questionnaire as a reliable tool for the Spanish population.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Writing conceptions and psychological well-being in Ph.D. studies: students’ perspectives","attachmentId":38943077,"attachmentType":"pdf","work_url":"https://www.academia.edu/16323275/Writing_conceptions_and_psychological_well_being_in_Ph_D_studies_students_perspectives","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/16323275/Writing_conceptions_and_psychological_well_being_in_Ph_D_studies_students_perspectives"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="99164191" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/99164191/Doctoral_Candidates_Research_Writing_Perceptions_A_Cross_National_Study">Doctoral Candidates’ Research Writing Perceptions: A Cross-National Study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="43664606" href="https://independent.academia.edu/KirsiPyh%C3%A4lt%C3%B6">Kirsi Pyhältö</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Doctoral Studies, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Aim/Purpose: This study aimed to explore individual variation in doctoral candidates’ perceptions about research writing and themselves as writers (research writing perceptions) across three countries (Spain, Finland, and the UK) and the relationship with doctoral candidates’ research conditions and social support. Background: The present study employed a person-centered approach to identify profiles among doctoral candidates’ in relation to their research writing perceptions and the association between these profiles and research conditions and experiences (e.g., thesis format, thesis language, enrollment modality, phase of the doctorate, number of publications, and drop-out intentions) and perceived social support from supervisors and research community. Methodology: 1,463 doctoral candidates responded to the Doctoral Experience survey. EFA and CFA were used to corroborate the factor structure of the research writing scale. Research writing profiles were identified by employing cl...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Doctoral Candidates’ Research Writing Perceptions: A Cross-National Study","attachmentId":100323788,"attachmentType":"pdf","work_url":"https://www.academia.edu/99164191/Doctoral_Candidates_Research_Writing_Perceptions_A_Cross_National_Study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/99164191/Doctoral_Candidates_Research_Writing_Perceptions_A_Cross_National_Study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="104353823" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/104353823/Developing_research_writer_identity_and_wellbeing_in_a_doctoral_writing_group">Developing research-writer identity and wellbeing in a doctoral writing group</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="277401439" href="https://independent.academia.edu/ShwikarOthman">Shwikar Othman</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="277401663" href="https://independent.academia.edu/KatherineMcLachlan1">Katherine McLachlan</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="277101802" href="https://independent.academia.edu/CannellChloe">Chloe Cannell</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="277165010" href="https://independent.academia.edu/VMaheepala">Vihara Maheepala</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2818267" href="https://uinjkt.academia.edu/ArnisSilvia">Arnis Silvia</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Further and Higher Education, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">Various models of writing groups for doctoral candidates are effective in developing research writing skills. While most groups focus on writing and providing feedback, less is written about groups that focus on empowering the research-writer through social interaction. This paper explores the impact of an ongoing fortnightly writing group as a regulated writing space for promoting wellbeing and fostering research-writer identity among doctoral candidates, whilst developing cognitive and social skills. Eight participants and the facilitator reflect on the effectiveness of this group using collaborative autoethnography. What began as a group of higher degree research students who wanted to develop their research writing skills, became a supportive community of practice which enhanced individuals' confidence to write, their research writing identities and wellbeing. Of significance was the writing expert as a facilitator. The study recommends that institutions value and create regular writing spaces for doctoral candidates to write, discuss their experiences as research-writers and in so doing, address their research writing identity and wellbeing, particularly given current concerns about mental health.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Developing research-writer identity and wellbeing in a doctoral writing group","attachmentId":104107343,"attachmentType":"pdf","work_url":"https://www.academia.edu/104353823/Developing_research_writer_identity_and_wellbeing_in_a_doctoral_writing_group","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/104353823/Developing_research_writer_identity_and_wellbeing_in_a_doctoral_writing_group"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="13807830" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/13807830/THE_EFFECTS_OF_WRITING_APPREHENSION_AMONG_JORDANIAN_PHD_STUDENTS_PERSPECTIVES">THE EFFECTS OF WRITING APPREHENSION AMONG JORDANIAN PHD STUDENTS' PERSPECTIVES</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32813910" href="https://al-balqa.academia.edu/YasserShboul">Yasser Shboul</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5545171" href="https://independent.academia.edu/IbrahimHuwari">Ibrahim Huwari</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of this paper was to discover writing apprehension experiences of Jordanian PhD students at Universiti Utara Malaysia. This study adopted a qualitative case study approach. The sampling of participant was done through purposive sampling in order to select information rich cases. The sampling strategy was homogeneous sampling to find the characteristics of the sub-group of the whole population. Data collection was done through interviewing Jordanian PhD students. Twenty one students were interviewed to get their perspectives on the writing apprehension phenomenon. The main objective was investigated: the effects of writing apprehension. In terms of the effects of writing apprehension, three main themes were found such as personal effect, social effect, and academic effect. The study concluded that writing apprehension is a prevalent phenomenon among the participants. All the participants expressed experiencing writing apprehension ranging from low, moderate or high level.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"THE EFFECTS OF WRITING APPREHENSION AMONG JORDANIAN PHD STUDENTS' PERSPECTIVES","attachmentId":38132166,"attachmentType":"pdf","work_url":"https://www.academia.edu/13807830/THE_EFFECTS_OF_WRITING_APPREHENSION_AMONG_JORDANIAN_PHD_STUDENTS_PERSPECTIVES","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/13807830/THE_EFFECTS_OF_WRITING_APPREHENSION_AMONG_JORDANIAN_PHD_STUDENTS_PERSPECTIVES"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="52768958" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/52768958/Doctoral_Peer_Writing_Groups_as_a_Means_of_Promoting_Well_Being">Doctoral Peer Writing Groups as a Means of Promoting Well-Being</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34121691" href="https://concordia.academia.edu/MaggieMcDonnell">Maggie McDonnell</a></div><p class="ds-related-work--metadata ds2-5-body-xs">LEARNing Landscapes</p><p class="ds-related-work--abstract ds2-5-body-sm">This collaborative autoethnography explores how a doctoral peer writing group (PWG) has become an important means of fostering well-being among the authors, who are four doctoral scholars. Focusing on how writing in doctoral education can act as a barrier to well-being, defined as feeling part of a community, feeling balanced, and feeling motivated by forward momentum, each author shares her particular experiences with writing and how the PWG has contributed to her well-being. Based on the authors&#39; narratives, the article also suggests how PWGs may be useful in promoting well-being across several levels of education.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Doctoral Peer Writing Groups as a Means of Promoting Well-Being","attachmentId":69874632,"attachmentType":"pdf","work_url":"https://www.academia.edu/52768958/Doctoral_Peer_Writing_Groups_as_a_Means_of_Promoting_Well_Being","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/52768958/Doctoral_Peer_Writing_Groups_as_a_Means_of_Promoting_Well_Being"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="93655804" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/93655804/Writing_a_Doctoral_Dissertation_A_Qualitative_Study_of_Education_Doctoral_Students_Perceptions">Writing a Doctoral Dissertation: A Qualitative Study of Education Doctoral Students' Perceptions</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="251039563" href="https://independent.academia.edu/faisalanis5">faisal anis</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Global Sociological Review, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">For doctoral students, dissertation writing is an important stage in their completion of the degree. They might face several problems during this stage. The aim of the current qualitative study was to explore doctoral students&#39; perceptions of dissertation writing. Ten participants were selected through a purposive sampling technique from the education department of a private university in Lahore, Pakistan. An interview guide was constructed in light of the research objectives and literature review. Data were collected through semi-structured interviews and analyzed through qualitative content analysis. The findings of the study revealed language barriers, insufficient academic writing skills, inadequate supervisory support, and personal factors as problems faced by doctoral students during their dissertation writing. It is recommended that an academic writing course should be offered during coursework. Moreover, effective supervisory support should be ensured at the dissertation...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Writing a Doctoral Dissertation: A Qualitative Study of Education Doctoral Students' Perceptions","attachmentId":96333101,"attachmentType":"pdf","work_url":"https://www.academia.edu/93655804/Writing_a_Doctoral_Dissertation_A_Qualitative_Study_of_Education_Doctoral_Students_Perceptions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/93655804/Writing_a_Doctoral_Dissertation_A_Qualitative_Study_of_Education_Doctoral_Students_Perceptions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="609344" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/609344/Doctoral_students_writing_wheres_the_pedagogy">Doctoral students writing: where's the pedagogy?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="318707" href="https://victoria.academia.edu/SaraCotterall">Sara M Cotterall</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Writing occupies a key role in doctoral research because it is the principal channel students use to communicate their ideas, and the basis on which their degree is awarded. Doctoral writing can, therefore, be a source of considerable anxiety. Most doctoral candidates require support and encouragement if they are to develop confidence as writers. Drawing on interviews with two international doctoral students at an Australian university, this paper examines the writing practices the students have encountered and discusses them in the light of recent research on doctoral writing pedagogy. Analysis of the students’ experiences in terms of Wenger’s ‘communities of practice’ framework suggests that this perspective fails to account adequately for the power relations that impact on the students’ learning opportunities. Examining the students’ experiences also highlights the importance of good pedagogy in supporting the development of scholarly writing in the doctorate.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Doctoral students writing: where's the pedagogy?","attachmentId":3383238,"attachmentType":"pdf","work_url":"https://www.academia.edu/609344/Doctoral_students_writing_wheres_the_pedagogy","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/609344/Doctoral_students_writing_wheres_the_pedagogy"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":70041031,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":70041031,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_70041031" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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