The Bright and Dark Side of Writing Motivation: Effects of Explicit Instruction and Peer Assistance

Autor/inn/en	de Smedt, Fien; Graham, Steve; Van Keer, Hilde
Titel	The Bright and Dark Side of Writing Motivation: Effects of Explicit Instruction and Peer Assistance
Quelle	In: Journal of Educational Research, 112 (2019) 2, S.152-167 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Smedt, Fien) ORCID (Van Keer, Hilde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2018.1461598
Schlagwörter	Writing Attitudes; Direct Instruction; Self Efficacy; Grade 5; Grade 6; Elementary School Students; Elementary School Teachers; Personal Autonomy; Goal Orientation; Self Determination; Instructional Effectiveness; Collaborative Writing; Peer Relationship; Foreign Countries; Writing Instruction; Independent Study; Time on Task; Experiments; Intervention; Gender Differences; Writing Achievement; Student Motivation; Belgium + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Self-efficacy; Selbstwirksamkeit; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Individuelle Autonomie; Zielorientierung; Zielvorstellung; Selbstbestimmung; Unterrichtserfolg; Peer-Beziehungen; Ausland; Schreibunterricht; Selbststudium; Zeitaufwand; Erprobung; Geschlechterkonflikt; Schulische Motivation; Belgien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01