The Role of Dispositions and Emotion in Writing

The Role of Dispositions and Emotion in Writing Development Anis Bawarshi University of Washington

Defining Knowledge Transfer involves crossing some gap: The learner doing something with what has been learned, under a different set of conditions. “Successful initial learning positively influencing performance on a later occasion and with a different appearance” (Perkins and Salomon)

Near and Far Transfer Near Transfer: Transfer of skills/knowledge across similar contexts “automatic triggering of well-practiced routines in circumstances where there is considerable perceptual similarity to the original learning context” (Perkins & Salomon) Far Transfer: Transfer of skills/Knowledge across dissimilar contexts “depends on deliberate, mindful abstraction of skill and knowledge from one context for application to another” (Perkins & Salomon) Meta-cognition: monitor, inventory, assess, reflect on one’s thinking.

Impact of Emotions on Transfer Three “bridges” for far transfer: students need to detect connections across learning contexts, elect to make connections across learning contexts, and connect the material learned in one context to a new context (Perkins and Salomon) Transfer of most complex academic tasks, including writing, requires conscious effort Emotions play an important role in how students detect, elect, and connect their learning Students’ emotional connections to material and instructor are critical factors in success (Scherer, Efklides &Volet) Positive emotions are shown to improve academic achievement and learning over time; negative emotions deter

Metacognition and Emotions Metacognition is closely intertwined with emotions Emotions and prior knowledge (what students choose to draw on and how) Emotions cue us when to start and stop, when something feels right and wrong, when and how to work through sticking points, when to continue even when we are unsure or afraid of where we are going, when to call it quits, what it is possible for us to do (“I will never be a good writer”)

Emotions and Dispositions: internally held qualities/characteristics that impact a student’s learning (ie, openness, engagement, persistence, help seeking, flexibility) Habits of mind that tend to govern behaviors Related to how people tend to invest their capabilities —what they are disposed/willing to do Dispositions are related to emotions Self-efficacy is related to confidence Interest is related to motivation and investment Self-regulation is related to ability to recognize and regulate emotions

Dispositions, Emotions, and Transfer Dispositions have been shown to shape knowledge transfer (Problem seeking vs. answer getting) Help-seeking and persistence Attribution: attributed cause of events or outcomes (external or internal locus of control) Value: how much positive or negative meaning is assigned to a specific learning experience Self-efficacy: relationship between a student’s beliefs about their capability and the likelihood they will take steps needed to achieve their goal Self-regulation: ability to monitor, revise, improve writing-related behavior

Emotion and Transfer Study Driscoll and Powell’s five-year study of college writers Students experience a range of emotions Some emotions experienced as states; others as traits Some emotions were generative; others disruptive If students like the writing they do, if they take pride in it and feel confident about it, they have a much higher chance of carrying knowledge from that writing with them Some emotions (fear, boredom, hate) were never generative, short or long term The generative or disruptive impact of some emotions (anxiety, frustration, stress, dislike) was circumstantial

Emotion and Transfer Study Influence of students’ emotional dispositions on metacognition and transfer Emotional management through metacognition is a key to long-term knowledge transfer Metacognition works in two ways: first, students must be able to recognize an emotionally charged situation (monitoring) and then actively engage in a behavioral and mindset shift (control)

Emotional Monitoring & Control “Last semester, it was like ‘go do fun stuff, go do homework’; I chose the fun stuff. It was my own fault. It was my responsibility and I learned that you need to ask for help if you need it. . . I don't like asking questions in class because I feel everyone else can understand I'm the only one who does not. You feel vulnerable. It’s like I’d rather go home, hit the books and try to figure it out myself. ” “And I got like a 3. 1 or 3. 0 [out of a 4. 0]. . . I felt horrible. I was trying to be at least above 3. 5. So I got kind of dejected. I worked really, really hard and I got a 4. 0 on the second exam. ”

Implications Faculty members can play an important role in helping students to foster generative emotions towards writing and to learn how to better handle the inevitable negative emotions that occur Give students opportunities to reframe prior negative emotional situations to develop emotional management Give students better in-the-moment emotional management strategies–an opportunity to step back and reflect at various points in the writing process, while emotions can still be managed

Thank You