I'm sure I can write! Writing confidence and other factors which influence academic output

Brian Hemmings, Russell Kay

Research output: Book chapter/Published conference paperConference paper

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Abstract

In this study, a sample of Australian academics (N=205), from a single institution, was used to identify variables which predict academic output over the span of an individual's career. The predictors included gender, qualifications, rank, and expressed writing confidence. Structural equation modeling revealed that, for both genders, expressed writing confidence was the most important predictor of academic output, but a different pattern of relationships emerged for male and female academics. The results have implications for both institutional policies designed to produce research output and for strategies to promote gender equity.
Original languageEnglish
Title of host publicationThe College Teaching and Learning (TLC) Conference European Applied Business Research (EABR) Conference
EditorsRon Clute
Place of PublicationLittleton,Colorado, USA
PublisherClute Institute
Pages1-11
Number of pages11
Publication statusPublished - 2007
EventCollege Teaching and Learning (TLC) Conference and European Applied Business Research (EABR) Conference - Ljubljana, Slovenia
Duration: 11 Jun 200713 Jun 2007

Conference

ConferenceCollege Teaching and Learning (TLC) Conference and European Applied Business Research (EABR) Conference
Period11/06/0713/06/07

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  • Cite this

    Hemmings, B., & Kay, R. (2007). I'm sure I can write! Writing confidence and other factors which influence academic output. In R. Clute (Ed.), The College Teaching and Learning (TLC) Conference European Applied Business Research (EABR) Conference (pp. 1-11). Clute Institute.