TY - JOUR
T1 - Avoiding the struggle
T2 - Instruction that supports students' motivation in reading and writing about content material
AU - Mason, Linda H.
AU - Meadan, Hedda
AU - Hedin, Laura R.
AU - Cramer, Anne Mong
N1 - Funding Information:
The research in this study was funded in part by Grant No. H324C030049 from the U.S. Department of Education Office of Special Education Programs. Anne Mong Cramer is now at Indiana University of Pennsylvania. Address correspondence to Linda H. Mason, Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, 210 CEDAR, University Park, PA 16802, USA. E-mail: [email protected]
PY - 2012/1
Y1 - 2012/1
N2 - We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We performed qualitative, descriptive, and statistical analysis on 3 data sets to gain insight into student perceptions across a variety of motivational factors and dimensions. Results indicated that students' efficacy increased after instruction in both interventions; however, efficacy was more varied across interventions for interest, self-regulation (intrinsic and extrinsic motivation), and task perception. Findings indicated that social factors could be better developed in both interventions.
AB - We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We performed qualitative, descriptive, and statistical analysis on 3 data sets to gain insight into student perceptions across a variety of motivational factors and dimensions. Results indicated that students' efficacy increased after instruction in both interventions; however, efficacy was more varied across interventions for interest, self-regulation (intrinsic and extrinsic motivation), and task perception. Findings indicated that social factors could be better developed in both interventions.
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U2 - 10.1080/10573569.2012.632734
DO - 10.1080/10573569.2012.632734
M3 - Article
AN - SCOPUS:84861159967
SN - 1057-3569
VL - 28
SP - 70
EP - 96
JO - Reading and Writing Quarterly
JF - Reading and Writing Quarterly
IS - 1
ER -