Abstract

This study examined the subjective experience of academic disengagement. Flow theory, which describes an intense form of engagement, structured writing-to-learn activities undergraduates applied in major and liberal arts courses. Results suggest that writing to learn can transform academic anxiety and boredom by facilitating concentration, providing feedback, and enhancing enjoyment.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 191-222
Launched on MUSE
2008-12-17
Open Access
No
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