Doctoral Students' Engagement with Journal Reviewers' Feedback on Academic Writing

Autor/inn/en	Yu, Shulin; Jiang, Lianjiang
Titel	Doctoral Students' Engagement with Journal Reviewers' Feedback on Academic Writing
Quelle	In: Studies in Continuing Education, 44 (2022) 1, S.87-104 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2020.1781610
Schlagwörter	Doctoral Students; Periodicals; Peer Evaluation; Feedback (Response); Academic Language; Writing (Composition); Writing for Publication; Researchers; Foreign Countries; Student Attitudes; Learner Engagement; Editing; China + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Researcher; Forscher; Ausland; Schülerverhalten; Redaktion; Textbearbeitung
Abstract	While there is no lack of research on student engagement with feedback obtained from teachers, peers, or computers in higher education, scholars have conducted much less research on novice researchers' engagement with reviewers' feedback on the manuscripts submitted for publication purposes. This study examines how two PhD students engaged with reviewers' feedback on their manuscripts affectively, behaviourally, and cognitively. The findings show that the two PhD students' engagement across affect, behaviour and cognition was interconnected in a complex and dynamic manner. The findings also show that while novice researchers' affective engagement with reviewer feedback was mainly shaped by the nature of feedback, and the researcher experience, there were inconsistencies between affective and behavioural dimensions of engagement due to an implicit need to address reviewer comments under the pressure of academic publishing. These findings call for attention to how novice researchers' legitimate participation in academic writing for publication purposes can be scaffolded. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01