Date
4-17-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Constance Pearson
Keywords
at-risk student populations, higher education, self-efficacy, writing center, writing performance
Disciplines
Higher Education
Recommended Citation
Sipos, Lacey, "Exploring the Writing Center's Role on At-Risk Students' Self-Efficacy and Writing Performance: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5348.
https://digitalcommons.liberty.edu/doctoral/5348
Abstract
The purpose of this qualitative transcendental phenomenological study was to explore the beliefs and attitudes regarding at-risk higher education students’ experiences with using their institution’s writing center services at a public state university in the Northwestern United States. The research was a transcendental phenomenological approach that used psychologist Moustakas's methodical data analysis procedures and guidelines to construct descriptions that captured the essence of the lived experiences of at-risk students who participated in the study. Bandura’s self-efficacy theory provided the theoretical framework for this study. Previous research continues to examine multiple factors that may contribute to at-risk student populations' underutilization of writing centers. This study involved a comprehensive analysis of at-risk students’ beliefs and attitudes toward writing centers. Using purposeful sampling, participants enrolled in first-year composition courses at a public state university were selected. The researcher investigated these aspects, and conclusions were drawn after participants utilized their institution’s writing center a minimum of four times. The data collection methods included interviews, journal prompts, and surveys. Findings from this research highlighted the significance of personalized support, increased perceived self-efficacy in writing performance, and the role of collaboration within the writing center environment. These results contribute to empirical and theoretical implications of the existing body of literature on writing center utilization via at-risk student populations. This study provides valuable insights into the beliefs and attitudes of at-risk students regarding writing center services, offering implications for enhancing support resources and aiding academic success among this student demographic.
