Balachandran Shreedevi, Venkatesaperumal Ramesh, Clara Jothi, Shukri Raghda K
College of Nursing, Sultan Qaboos University, Muscat, Oman;
Global Hospital, Chennai, India.
Sultan Qaboos Univ Med J. 2014 Feb;14(1):e113-9. doi: 10.12816/0003344. Epub 2014 Jan 27.
The objectives of this study were to assess the attitude of Omani nursing students towards writing-to-learn (WTL) and its relationship to demographic variables, self-efficacy and the writing process.
A cross-sectional design was used to evaluate attitudes towards WTL by Sultan Qaboos University nursing students. A convenience sample of 106 students was used and data collected between October 2009 and March 2010. A modified version of the WTL attitude scale developed by Dobie and Poirrier was used to collect the data. Descriptive and inferential statistics were used for analysis.
Senior and junior students had more positive attitudes to WTL than mid-level students who tended to have negative attitudes towards writing. Although 52.8% students had negative attitudes towards the writing process, the median was higher for attitudes to the writing process compared to the median for self-efficacy. There was a positive correlation between self-efficacy and writing process scores.
Overall, students had negative attitudes towards WTL. Attitudes are learnt or formed through previous experiences. The incorporation of WTL strategies into teaching can transform students' negative attitudes towards writing into positive ones.
本研究的目的是评估阿曼护理专业学生对以写促学（WTL）的态度及其与人口统计学变量、自我效能感和写作过程的关系。
采用横断面设计来评估苏丹卡布斯大学护理专业学生对WTL的态度。使用了106名学生的便利样本，并于2009年10月至2010年3月期间收集数据。采用由多比和波里尔编制的WTL态度量表的修订版来收集数据。使用描述性和推断性统计进行分析。
高年级和低年级学生对WTL的态度比中级学生更积极，中级学生往往对写作持消极态度。虽然52.8%的学生对写作过程持消极态度，但写作过程态度的中位数高于自我效能感的中位数。自我效能感与写作过程得分之间存在正相关。
总体而言，学生对WTL持消极态度。态度是通过以往经历习得或形成的。将WTL策略纳入教学可以将学生对写作的消极态度转变为积极态度。
