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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 0000-0003-3626-8634), Brittany N. Avila (ORCID 0000-0002-5777-6227), Alissa C. Schell (ORCID 0009-0004-3974-5568)
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
FullText Text:
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  Data: Students as Co-Authors: Achievement Emotions, Beliefs about Writing, and OER Publishing Decisions
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  Data: <searchLink fieldCode="AR" term="%22Alison+E%2E+Kelly%22">Alison E. Kelly</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3626-8634">0000-0003-3626-8634</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brittany+N%2E+Avila%22">Brittany N. Avila</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5777-6227">0000-0002-5777-6227</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alissa+C%2E+Schell%22">Alissa C. Schell</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-3974-5568">0009-0004-3974-5568</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Open+Praxis%22"><i>Open Praxis</i></searchLink>. 2025 17(1):21-33.
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  Data: 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/
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Student+Developed+Materials%22">Student Developed Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Educational+Resources%22">Open Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Need%22">Achievement Need</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Attitudes%22">Writing Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Apprehension%22">Writing Apprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink>
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  Data: 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.
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  Data: https://osf.io/mnx9y/?view_only=35393ff174e44527b4b525367d740c4c
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        StartPage: 21
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      – SubjectFull: Open Educational Resources
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      – SubjectFull: Achievement Need
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      – SubjectFull: Beliefs
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Writing Attitudes
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Writing Apprehension
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      – SubjectFull: Decision Making
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      – TitleFull: Students as Co-Authors: Achievement Emotions, Beliefs about Writing, and OER Publishing Decisions
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