Full metadata
Title
Writing Motivation and Writing Performance of Culturally and Linguistically Diverse Elementary School Students
Description
The purpose of this study was to examine the relationship between writing motivation and performance for students in grades three to five, and whether scores differed based on students’ language status, gender, or grade level. Three student language groups were included: (1) emergent bilingual students currently receiving services for English language development (ELD); (2) reclassified bilingual students who had exited ELD programs; and (3) native English-speaking students. The district administered a performance measure and a motivational measure to participating students (N = 1126). Intrinsic and self-regulatory motivation scores were significantly higher for emergent bilingual students (intrinsic M = 2.07; self-regulatory M = 2.48) and reclassified bilingual students (M = 1.99; M = 2.71) than their native English-speaking peers (M = 1.67; M = 2.30). On extrinsic motivation for writing, reclassified bilingual students (M = 2.69) scored significantly higher than both emergent bilingual students (M = 2.49) and native English speaking student (M = 2.57). Fourth and fifth graders scored significantly higher than third graders on extrinsic (M = 2.68, 2.74, 2.31, respectively) and self-regulatory motivation (M = 2.53, 2.59, 2.21 respectively), while only fourth graders scored significantly higher than third graders on intrinsic motivation (M = 1.90, M = 1.76). The only significant difference by gender was found on extrinsic motivation, where girls (M = 2.67) scored higher than boys (M = 2.53). On the district writing test, native English speaking students (M = 5.15) scored significantly higher than both reclassified (M = 4.95) and emergent bilingual students (M = 3.94). Reclassified bilingual students scored significantly higher than emergent bilingual students. In terms of grade, gender, and performance, fifth graders (M = 5.58) scored significantly higher than fourth (M = 4.56) and third graders (M = 4.31), and girls (M = 5.07) scored significantly higher than boys (M¬ = 4.64). Finally, after accounting for significant variance in district writing scores according to language status, gender, and grade (R2 = .22), the motivational incentives for writing significantly predicted an additional 1% of the variance. Findings are discussed according to the Writer(s)-Within-Community model (Graham, 2018).
Date Created
2021
Contributors
- Camping, April (Author)
- Harris, Karen R. (Thesis advisor)
- Graham, Steve (Thesis advisor)
- Kaveh, Yalda (Committee member)
- Marley, Scott (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
134 pages
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.2.N.161610
Level of coding
minimal
Cataloging Standards
Note
Partial requirement for: Ph.D., Arizona State University, 2021
Field of study: Learning, Literacies and Technologies
System Created
- 2021-11-16 02:34:03
System Modified
- 2021-11-30 12:51:28
- 2 years 11 months ago
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