The Relationship between Writing Anxiety and Learning Styles among Graduate Students

This study was conducted to determine the relationship between learning style and writing anxiety. Seventy-two female and 18 male graduate students aged 22 to 55 (86.5% Caucasian American, 13.5% African American) were administered the Writing Apprehension Test and the Productivity Environmental Preference Survey. Findings revealed that students with the highest levels of writing anxiety tended to be those who prefer to learn in warm environments, lacked self-motivation, liked structure, were peer-oriented learners, were authority-oriented learners, and did not prefer to undertake difficult tasks in the afternoon.