Literaturnachweis - Detailanzeige
Autor/inn/en | de Smedt, Fien; Graham, Steve; Van Keer, Hilde |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |