Empowering Academic Writers: The Role of a Writing Retreat and Social Cognitive Theory

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2025-03-18 DOI:10.1016/j.ajpe.2025.101396

Kelsey D. Frederick , Suzanne Larson , Kate Newman , Janet Cooley

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引用次数: 0

Abstract

Objective

The objective of this study was to explore faculty perceptions and experiences of a newly developed writing retreat designed to boost scholarly productivity.

Methods

An immersive scholarly writing retreat was designed and implemented in January 2023 among 4 female pharmacy faculty from different institutions. In addition to daily scholarly writing, reflective journaling was completed during and 4 to 6 weeks after the retreat. Written reflections underwent qualitative analysis via initial exploratory inductive thematic analysis and subsequent deductive thematic analysis based on Social Cognitive Theory (SCT) to capture and represent themes.

Results

Eight journals were analyzed, 1 per participant during and postretreat. Participants reported positive emotions and productivity during the retreat with sustained benefits. Four themes were identified, including The Role of Emotions in Writing, The Impact of Mindset on Writing, The Exploration of New Writing Strategies, and The Power of Social Connection. These themes aligned with SCT, emphasizing cognitive, behavioral, and environmental factors that determine motivation, learning, and action.

Conclusion

This article describes a faculty writing retreat and the role of cognitive, behavioral, and environmental factors that influence scholarly productivity. Aligned with principles of SCT, the retreat was shown to facilitate effective writing habits, associate positive emotions with writing, minimize writing resistance, build positive social connections, and increase sustainable scholarly productivity. This information provides a scalable framework for other faculty members to optimize and enhance their scholarly endeavors.

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授权学术作家：写作退场的作用与社会认知理论。

目的：本研究的目的是探讨教师的看法和经验，新开发的写作静修旨在提高学术生产力。方法：于2023年1月对来自不同院校的4名女药学教师设计并实施沉浸式学术写作静修。除了每天的学术写作外，在静修期间和静修后的四到六周内完成了反思日志。通过初步的探索性归纳主题分析和随后的基于社会认知理论的演绎主题分析，对书面反思进行定性分析，以捕捉和表征主题。结果：分析了八份期刊，每位参与者在撤退期间和撤退后各一份。参与者在静修期间报告了积极的情绪和生产力，并获得了持续的好处。研究确定了四个主题，包括1)情绪在写作中的作用，2)心态对写作的影响，3)探索新的写作策略，以及4)社会联系的力量。这些主题与SCT一致，强调决定动机、学习和行动的认知、行为和环境因素。结论：本文描述了一种教师写作静修，以及认知、行为和环境因素对学术生产力的影响。与SCT的原则一致，静修被证明可以促进有效的写作习惯，将积极的情绪与写作联系起来，最大限度地减少写作阻力，建立积极的社会联系，并提高可持续的学术生产力。这些信息为其他教师提供了一个可扩展的框架，以优化和提高他们的学术努力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.