Over the last decade, ever-increasing numbers of college graduates are attending university. Unfortunately, as first-year university attrition rates show, many students are either ill-prepared or lack the necessary skills needed to succeed in higher education. Research shows that writing is one area in which students have demonstrated a lack of college preparedness.

Keeping this weakness in view there are a number of dissertation writing services that starts providing help to students. The National Assessment of Educational Progress (NAEP) has painted a dismal picture of the writing preparedness of students. The NAEP report shows that one third of students in graduation (33%) scored below proficiency in expository, persuasive, analytical, and argumentative writing. Moreover, only two percent of corresponding students submitted writing that was considered advanced. In a similar report surveying the literacy skills of college graduates of two- and four-year programs, the Institutes of Research found that over half of the students who responded lacked basic writing skills. This is an alarming, yet prevalent, trend in education. Many instructors and researchers in higher education are concerned with college students’ writing skills, as writing skills are often cited as the determining factor in the hiring process. Furthermore, many employers place high value on writing skills, often using them as a measuring stick of the value of one’s college education. There are a number of professionals who are seeking help from Dissertation Help UK in order to get their professional research done by subject matter experts of these dissertation writing services.

Student achievement research suggests that the learning goals students set for their personal attainment are important constructs that can influence their achievement. In educational contexts, these goals are commonly referred to as achievement goals.

Achievement goals are domain or content-specific and vary depending upon individual students and tasks. Researchers believe this phenomenon holds true for students not only in K12 settings, but higher education as well; unfortunately, little empirical evidence exists regarding college students’ writing achievement goals and whether those goals may influence the scores they earn on writing assignments. Understanding how writing achievement goals affect writing achievement in higher education may provide further understanding of factors contributing to college students’ writing success. Of equal importance are the ramifications of self-regulation on writing achievement, and the impact writing self-regulation may have on college students’ writing grades. Students in K 12 settings who self-regulate their writing readily participate in writing tasks, work harder on writing assignments, and persist longer through writing difficulties. Findings from motivational studies also suggest that students with higher writing grades consistently self-regulate their writing efforts more often than their peers who produce lower writing grades.

Self-regulated learners are more apt to monitor their writing through the writing process, which is shown to relate to the attainment of writing goals. However, like achievement goals, few studies have investigated the influence of writing self-regulation on college students’ writing achievement. Moreover, the literature lacks definitive evidence as to whether college students’ writing achievement goals may relate to their writing self-regulation and achievement.