EXPLORING DOCTORAL WRITING SELF-EFFICACY AND APPREHENSION IN A DISSERTATION WRITING COURSE

Aim/Purpose This study explored changes in writing self-efficacy and writing apprehension among online doctoral students throughout their first dissertation writing course. By examining the facilitators and obstacles to online doctoral student writing success, we concluded that receiving specific, concrete, and iterative feedback is instrumental for the growth of doctoral students' confidence during the early stages of the dissertation process. Background Previous scholarship has recognized that the dissertation writing process is a key contributor to attrition rates in doctoral programs. However, there is limited research on how online doctoral students experience writing apprehension and self-efficacy during this crucial stage. Drawing upon self-efficacy theory as a framework, our study sought to fill this gap by investigating changes in these constructs among 53 participants as they composed their first two chapters. Methodology This convergent mixed methods study employed both quantitative surveys and qualitative reflections collected before and after the completion of a one-term dissertation writing course intervention. We examined participants' self-perceptions of their mechanics skills, essentials efficacy (overcoming difficulties), relational-reflective efficacy (connecting with others), and relationship building. Contribution This study contributes to existing research on online doctoral student dissertation writing experiences by revealing the importance of specific, concrete, and iterative feedback in fostering students' writing confidence. Findings Our findings revealed small effect sizes in participants' overall confidence levels related to their academic writing self-efficacy but no statistically significant changes. Nonetheless, qualitative data indicated positive experiences of growth in terms of scholarly proficiency development, which contributes to existing literature gaps. Recommendations for Practitioners Faculty working with online doctoral students who are writing their dissertations should provide specific, concrete, and iterative feedback to support the growth of students' writing confidence during the early stages of the dissertation process. Recommendations for Researchers Future researchers on this topic should expand the scope of their focus beyond just the first term or course and conduct longitudinal studies that encompass different phases of dissertation work in order to gain a more comprehensive understanding of changes in