학습유형, 쓰기 신념, 쓰기 불안과 쓰기 수행의 관계

초록

As part of a study to investigate the impact of individual differences on the writing process and outcomes, this research aimed to explore the relationship between learning styles, writing beliefs, writing anxiety, and the quality of written output as well as perceptions of the writing activity. A total of 116 university students participated in the study, completing inventories on learning styles, writing beliefs, and writing anxiety, and then performed an argumentative writing task. After completing the writing tasks, participants were asked to fill out a post-questionnaire that inquired about difficulties, interest, and satisfaction related to the activity. The results of the multivariate multiple regression indicated that the converging learning style was significantly associated with higher writing scores, interest, and satisfaction compared to other types. Transactional beliefs had a positive effect on writing scores, while transmissional beliefs showed a negative effect. Contrary to common as sumptions, writing anxiety exhibited a positive correlation with interest in the task. The study discussed the significance and implications of these findings and suggestions for future research.

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