Students as Co-Authors: Achievement Emotions, Beliefs about Writing, and OER Publishing Decisions
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| Title: | Students as Co-Authors: Achievement Emotions, Beliefs about Writing, and OER Publishing Decisions |
|---|---|
| Language: | English |
| Authors: | Alison E. Kelly (ORCID |
| Source: | Open Praxis. 2025 17(1):21-33. |
| Availability: | International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Developed Materials, Open Educational Resources, Achievement Need, Beliefs, Undergraduate Students, Student Attitudes, Writing Attitudes, Self Efficacy, Writing Apprehension, Decision Making |
| ISSN: | 1369-9997 2304-070X |
| Abstract: | Faculty interest in open educational resources (OER) and open pedagogy has grown over the past several years. The current study examined how achievement emotions and beliefs about writing influenced students' decisions to publish their work in an OER. Students in two online undergraduate psychology courses worked in groups to write papers on marginalized pioneering psychologists, with the option to contribute their work as chapters in an OER (hosted on Pressbooks). After the project, students (N = 68) completed a survey that included measures of achievement emotions, beliefs about writing, demographic items, and questions about their decision to publish. A majority (61.8%) of students decided to publish their work as chapters in the OER. Those who chose to publish reported significantly less shame and significantly more pride, enjoyment, and positive beliefs about writing. Overall, the findings are informative for faculty using writing-intensive forms of open pedagogy in their courses. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/mnx9y/?view_only=35393ff174e44527b4b525367d740c4c |
| Entry Date: | 2025 |
| Accession Number: | EJ1470235 |
| Database: | ERIC |
| Abstract: | Faculty interest in open educational resources (OER) and open pedagogy has grown over the past several years. The current study examined how achievement emotions and beliefs about writing influenced students' decisions to publish their work in an OER. Students in two online undergraduate psychology courses worked in groups to write papers on marginalized pioneering psychologists, with the option to contribute their work as chapters in an OER (hosted on Pressbooks). After the project, students (N = 68) completed a survey that included measures of achievement emotions, beliefs about writing, demographic items, and questions about their decision to publish. A majority (61.8%) of students decided to publish their work as chapters in the OER. Those who chose to publish reported significantly less shame and significantly more pride, enjoyment, and positive beliefs about writing. Overall, the findings are informative for faculty using writing-intensive forms of open pedagogy in their courses. |
|---|---|
| ISSN: | 1369-9997 2304-070X |
