Writing Apprehension and Academic Achievement Among Undergraduate Honors Students

Abstract

College students face many challenges upon their arrival to campus. One growing concern is the writing level of students, praticularly when issues of technologically-mediated writing are considered. This study examines writing apprehension among honors students at one university. Results indicated that moderate levels of writing apprehension do exist among these honors students, and that some relationship between fear of writing and poor academic performance does exist.