Abstract
This mixed-methods exploratory study, conducted with eight Ed.D. students at a single U.S. university, examines the impact of a 14-day writing challenge, an intervention designed to foster self-regulation and promote progress among doctoral students working on their dissertations. The writing challenge included daily writing tips, goal-setting prompts, and an opportunity for students to reflect on their writing practices. While exploratory, quantitative findings revealed significant growth in students’ use of goal-setting strategies and adaptive writing behavior. Qualitative analysis found that the writing challenge increased students' motivation, accountability, and self-awareness. The study findings suggest the environment created by the writing challenge positively influenced participants' self-regulation. Beyond these outcomes, this study contributes to a broader understanding of practical, faculty-led pedagogical strategies to support doctoral students' success. It provides a potential innovative solution to enhance the professional development and scholarship of academic faculty.
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Recommended Citation
Mishnick, Nicole M.; Rhone, Ron; and Reed, Kayla
(2026)
"The Impact of a 14-Day Writing Challenge on Self-Regulation Skills,"
International Journal for the Scholarship of Teaching & Learning:
Vol. 20:
No.
1, Article 9.
Available at: https://doi.org/10.20429/ijsotl.2026.200109