Writing Anxiety among Adolescents and its Relationship with Metacognitive Writing Strategies and Writing Self-Efficacy

Abstract

The present study aimed to explore the level of writing anxiety among adolescents and its relationship with metacognitive writing strategies, and writing self-efficacy. The sample of the study consisted of (646) students (296 males ,350 females) from the eighth basic grade, the tenth basic grade, and the second secondary (GSCE) grade, at Irbid Governorate- Hashemite Kingdom of Jordan, selected by stratified random method. Three instruments were used (viz.24- item writing anxiety scale, 16-item metacognitive writing strategies scale,23-item writing self-efficacy scale) after checking their reliability and validity. The results of the study indicated that the level of writing anxiety for all the participants was great. Specifically, the cognitive domain came first followed by the avoidance and the physical domains which were ranked as moderate. Additionally, the study reported statistically significant difference (at the level of α = 0.05) between the two estimated mean scores on each domain of the writing anxiety scale as a whole and for each domain that is attributed to gender variable in favor of male students. Further the study showed statistically significant difference (at the level of α = 0.05) between the two estimated mean scores on each domain of the writing anxiety scale as a whole and for each domain that is attributed to grade variable in favor of second secondary grade students (GSCE) as compared to the mean score estimates of eighth & tenth grade students. Finally, the study reported the effect of variables (namely; metacognitive writing strategies & writing self-efficacy) increases the prediction of writing anxiety; since using these strategies (namely; metacognitive) and increasing writing self-efficacy among the members of the study sample, reduces their writing anxiety.