Writing motivational incentives of middle school emergent bilingual students

Camping, April; Graham, Steve; Ng, Clarence; Aitken, A. Angelique; Wilson, John; Wdowin, Jeanne

doi:10.1007/s11145-020-10046-0

Cited by 18 publications

(55 citation statements)

References 28 publications

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“…Since attitudes are drawn upon writers' understanding of their previous experiences (Wright et al, 2020), it is reasonable to infer that students are having unpleasant experiences with writing. Though not addressed in the present study, likely factors associated with these unpleasant experiences are the increase of writing complexity and writing demands in middle grades (Boscolo, 2009;Dobbs & Kearns, 2016), the unengaging, inauthentic, and overwhelming tasks about topics that students find dull (Zumbrunn et al, 2014), as well as the association of writing with evaluation moments (Camping et al, 2020). Contrary to our expectations, no developmental differences were found in students' self-efficacy domains between Grade 6 and 7.…”

Section: Rq 1: Development Of Motivational Beliefscontrasting

confidence: 87%

“…In our study, grades and curiosity were found to be the strongest motives to write in middle grades. This is a common result in the literature (Camping et al, 2020;Rocha et al, 2019), suggesting that students' engagement in writing is driven by both intrinsic and extrinsic motives.…”

Section: Rq 1: Development Of Motivational Beliefsmentioning

confidence: 63%

“…It plays a particularly privileged role in the school contexts in several ways. On the one hand, writing allows students to share their experiences and reveal what they know (Camping et al, 2020). On the other hand, writing enhances students’ reading ability (Graham & Hebert, 2011) and their understanding of subjects’ content by facilitating information gathering, keeping, reviewing, and transmission (Bangert-Drowns et al, 2004; Graham & Perin, 2007).…”

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confidence: 99%

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Examining Longitudinal and Concurrent Links Between Writing Motivation and Writing Quality in Middle School

Rasteiro

Limpo

2022

Written Communication

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Research shows that writing motivation decreases throughout schooling and predicts writing performance. However, this evidence comes primarily from cross-sectional studies. Here, we adopted a longitudinal approach to (a) examine the development of attitudes toward writing, writing self-efficacy domains, and motives to write from Grade 6 to 7, and (b) test their longitudinal and concurrent contribution to the quality of opinion essay in Grade 7, after controlling for quality in Grade 6. For that, 112 Portuguese students completed motivation-related questionnaires and composed two opinion essays in Grade 6 and 1 year later, in Grade 7. Findings showed that, while attitudes and all motives to write declined, self-efficacy did not. Additionally, opinion essay quality in Grade 7 was associated with essay quality in Grade 6 as well as with self-efficacy for self-regulation and intrinsic motives in Grade 7. In other words, current motivational beliefs seem more important to students’ writing quality than their past beliefs. This conclusion means that, in order to fostering students’ writing performance, middle-grade teachers should nurture their positive beliefs about writing by placing a higher value on writing motivation in the classroom.

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Section: Rq 1: Development Of Motivational Beliefscontrasting

confidence: 87%

Section: Rq 1: Development Of Motivational Beliefsmentioning

confidence: 63%

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confidence: 99%

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Examining Longitudinal and Concurrent Links Between Writing Motivation and Writing Quality in Middle School

Rasteiro

Limpo

2022

Written Communication

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“…First grade students from the second cohort had proportionally fewer native Norwegian speakers and more students who were bilingual (with Norwegian as a native language). Because students’ language status is related to writing performance (Camping et al, 2020), this may have contributed to obtained writing differences between the before and during COVID-19 cohorts. We believe that such effects did not influence this study for two reasons.…”

Section: Discussionmentioning

confidence: 99%

Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.

Skar

2022

Journal of Educational Psychology

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The coronavirus disease 2019 (COVID-19) pandemic and the sudden cancellation of in-class instruction for many students around the world presented an unprecedented disruption in children’s education. As the COVID-19 pandemic took form, multiple concerns were raised about the potential negative impact on students’ learning. The current study examined this proposition for children’s writing. We compared the quality of writing, handwriting fluency, and attitude toward writing of first grade Norwegian students during the COVID-19 pandemic (421 girls, 396 boys), which included emergency remote instruction for almost 7 weeks, with first grade students in the same schools a year before the pandemic began (835 girls, 801 boys). After controlling for variance due to national test scores, school size, proportion of certified teachers, students per special education teacher, school hours per student, student gender, and native language, we found that students attending first grade during the pandemic had lower scores for writing quality, handwriting fluency, and attitude toward writing than their first grade peers tested a year earlier before the COVID-19 pandemic emerged. Implications for policy and instruction as well as future research are presented.

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“…I doubt seriously that I would have read so broadly otherwise. The conversations that I had in mind with the authors of these submitted papers expanded my knowledge of methodology and kept me abreast of the most recent findings in fields that became increasingly important to my research in writing, including motivation (e.g., Camping et al, 2020;De Smedt et al, 2019) and epistemology (e.g., Hsiang, Graham, & Yang, 2020). Whether you might pursue becoming an editor is, of course, up to you, but reading broadly will yield incredible dividends for how you think about the problems that interest you.…”

Section: Would Like To Offer Two Examples To Illustrate the Power Of Civil Discussionmentioning

confidence: 99%

Through the looking glass: Reflections of a writing scholar

Graham

2021

edrev

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The Acquired Knowledge series provides veteran academics, like myself, a soapbox from which to brandish their accomplishments, failures, and lessons they presumably learned. It can be foolish and maybe a tad dangerous to offer an old dog a platform from which to bark. But here we are. I will try my best not to be dangerous. I make no promises about folly and banality.Start at the BeginningIn the 1951 movie, Alice in Wonderland, the March Hare and the Mad Hatter give advice about how to tell a story – simply put: “Start at the beginning.” So here we go. (Hopefully the folly meter is not ticking upward yet.)

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Writing motivational incentives of middle school emergent bilingual students

Cited by 18 publications

References 28 publications

Examining Longitudinal and Concurrent Links Between Writing Motivation and Writing Quality in Middle School

Examining Longitudinal and Concurrent Links Between Writing Motivation and Writing Quality in Middle School

Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.

Through the looking glass: Reflections of a writing scholar

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