The Impact of a 14-Day Writing Challenge on Self-Regulation Skills

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.