授权学术作家:写作撤退的作用和社会认知理论
Kelsey D Frederick1, Suzanne Larson2, Kate Newman3
1Department of Clinical Pharmacy and Translational Science, University of Tennessee Health Science Center College of Pharmacy, Nashville, TN, USA.
American journal of pharmaceutical education
|March 20, 2025
概括
写作撤退通过培养积极的情绪,有效的策略和社会联系,与社会认知理论 (SCT) 保持一致,提高了药学学院的学术生产力. 这种方法提供了一个可扩展的模型来增强学术写作.
科学领域:
- 药房 教育 教育 药房 教育
- 学术写作 学术写作
- 教师发展学院发展学院
背景情况:
- 学术生产力对于教师的进步至关重要.
- 培养有效的写作习惯对学者来说可能是个挑战.
- 需要创新的干预措施来支持教师的写作.
研究的目的:
- 探索教师对一个新的写作撤退的看法.
- 评估退缩对学术生产力的影响.
- 了解社会认知理论 (SCT) 在教师写作中的作用.
主要方法:
- 一个为期4周的沉浸式学术写作撤退为4名女药学教师进行.
- 参与者从事日常写作和反思日记.
- 对期刊条目进行了定性分析,使用基于SCT的感应和演主题分析.
主要成果:
- 参与者报告说,在撤退期间,积极的情绪和生产力增加,持续的好处.
- 四个主要主题出现了:情绪,思维方式,写作策略和社会联系.
- 确定了与SCT一致的主题,突出了认知,行为和环境的影响.
结论:
- 写作撤退促进了有效的写作习惯和与写作的积极关联.
- 通过解决认知,行为和环境因素,撤退提高了学术生产力.
- 这个模型为教师提供了一个可扩展的框架,以改善他们的学术努力.
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