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The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance
de Smedt, Fien Graham, Steve Van Keer, Hilde
de Smedt, Fien
Graham, Steve
Van Keer, Hilde
Abstract
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation.
Keywords
elementary education, intervention study, self-efficacy for writing, writing motivation
Date
2019
Type
Journal article
Journal
The Journal of Educational Research
Book
Volume
112
Issue
2
Page Range
152-167
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled