Date of Award
2020
Document Type
Thesis
Degree Name
Bachelors
Department
Social Sciences
First Advisor
Casto, Kathleen
Area of Concentration
Psychology
Abstract
Research on metacognition and the awareness of one’s writing process has been linked with higher quality writing evaluations from instructors. What remains unknown is if these practices also improve wellbeing associated with the writing process. Academic burnout is the psychological experience of high levels of stress and expectations of high performance, which negatively impacts student wellbeing and could be mitigated through metacognitive processes. Study 1 examined how burnout patterns from before to after a three week writing task differed between students assigned to a metacognitive writing process intervention versus students who were not assigned an intervention. Study 1 found that getting students to engage in metacognitive processes is difficult and that students spontaneously adopt a variety of metacognitive strategies that differ from the metacognitive awareness intervention. Study 2 surveyed 61 students and found that metacognitive awareness of writing is negatively correlated with academic burnout. Overall, these results point to the general idea that writing awareness does more than bolster instructor evaluations of writing; it may also prevent or at least reduce burnout.
Recommended Citation
Cowden, Bailey, "THERE IS NO ‘RIGHT’ WAY TO WRITE: AN EXPLORATION OF THE RELATIONSHIP BETWEEN METACOGNITIVE AWARENESS AND ACADEMIC BURNOUT" (2020). Theses & ETDs. 5861.
https://digitalcommons.ncf.edu/theses_etds/5861