Date of Award
5-10-2026
Date Published
June 2026
Degree Type
Thesis
Degree Name
Master of Science (MS)
Department
Psychology
Advisor(s)
Tanya Eckert
Keywords
Dynamic Assessment;Writing Apprehension;Writing Assessment;Writing Intervention
Subject Categories
Education | Educational Psychology
Abstract
Writing apprehension refers to fear or anxiety associated with writing tasks, avoidance of writing, and concern over evaluation of written works (Daly & Miller, 1975c). Although extensively studied in college-aged populations, where elevated apprehension is linked to reduced text production (Limpo, 2018) and diminished sentence complexity and quality (Faigley et al., 1981), research in elementary students remains limited. Existing studies have relied on adaptations of the Writing Apprehension Test (Daly & Miller, 1975c), originally validated for adults, and have typically employed cross-sectional designs, leaving the developmental trajectory of writing apprehension underexplored. To address these gaps, the present study examined changes in writing apprehension across a multi-session, empirically supported writing intervention and evaluated the relationship with writing performance using a revised, developmentally appropriate measure. Results indicated that writing apprehension remained stable across sessions and was not significantly associated with writing performance in the full sample. However, grade-level analyses revealed significant negative associations between apprehension and writing productivity for third- and sixth-grade students, not for fourth-grade or fifth-grade students. The revised measure demonstrated strong internal consistency across sessions. These findings suggest that while the intervention did not reduce writing apprehension, developmental differences may moderate the relationship between apprehension and writing performance. Future research should investigate these mechanisms across varied instructional contexts and age groups to better understand how writing apprehension influences early writing development.
Access
Open Access
Recommended Citation
Williams, Jennifer Lin, "A Dynamic Assessment of Writing Apprehension in Elementary and Middle School Students Undergoing a Writing Intervention" (2026). Theses - ALL. 1001.
https://surface.syr.edu/thesis/1001
