國立虎尾科技大學 |

Enhancing Writing Motivation Using Creative Writing Instruction : = A Self-Regulated Strategy Development Intervention.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Enhancing Writing Motivation Using Creative Writing Instruction :/
其他題名:	A Self-Regulated Strategy Development Intervention.
作者:	Asomani-Adem, Akua Adjeiwaa.
面頁冊數:	1 online resource (147 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
Contained By:	Dissertations Abstracts International85-02B.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798380118392

Enhancing Writing Motivation Using Creative Writing Instruction : = A Self-Regulated Strategy Development Intervention.
Asomani-Adem, Akua Adjeiwaa.

Enhancing Writing Motivation Using Creative Writing Instruction :A Self-Regulated Strategy Development Intervention. - 1 online resource (147 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: B.

Thesis (Ph.D.)--Indiana University, 2023.

Includes bibliographical references

The ability to write is increasingly needed as children progress through school, making writing essential for attainment (Dinehart, 2015; Steve Graham, 2008). Available evidence suggests that writing motivation declines as children progress through education (Vaknin-Nusbaum et al., 2018). Using a multiple methods approach, the current study investigated the impact of an intervention based on the SRSD model, Genre Instruction, when used to teach creative writing to fourth grade students. Changes in children's writing performance, measured via count of Total Words Written (TWW) and Correct Word Sequences (CWS), were assessed over ten weeks using a multiple baseline group A-B single case research design. Participants were also interviewed on their views of writing and motivation to write at three time points in the ten-week period. Magnitude and level of change, rapidity of change, trend, and reliability of change were analyzed for the single case data. The robust Improvement Rate Difference (IRD) metric was also used to calculate effect sizes. Qualitative data from interviews were analyzed using a thematic analysis approach. Participants exhibited some changes in their perceptions of and motivations towards writing. However, the robust IRD measure indicated questionable effects of the intervention on both TWW and CWS for all participants. The current study extends methodology used in motivation research and knowledge of strategies for enhancing children's motivation to write.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380118392Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Genre instructionIndex Terms--Genre/Form:

554714
Electronic books.

Enhancing Writing Motivation Using Creative Writing Instruction : = A Self-Regulated Strategy Development Intervention.
LDR:02915ntm a22003977 4500 001 1146619
005 20240812064658.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380118392
035 $a (MiAaPQ)AAI30572404
035 $a AAI30572404
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Asomani-Adem, Akua Adjeiwaa. $3 1472042
245 1 0 $a Enhancing Writing Motivation Using Creative Writing Instruction : $b A Self-Regulated Strategy Development Intervention.
264 0 $c 2023
300 $a 1 online resource (147 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
500 $a Advisor: Ormiston, Heather.
502 $a Thesis (Ph.D.)--Indiana University, 2023.
504 $a Includes bibliographical references
520 $a The ability to write is increasingly needed as children progress through school, making writing essential for attainment (Dinehart, 2015; Steve Graham, 2008). Available evidence suggests that writing motivation declines as children progress through education (Vaknin-Nusbaum et al., 2018). Using a multiple methods approach, the current study investigated the impact of an intervention based on the SRSD model, Genre Instruction, when used to teach creative writing to fourth grade students. Changes in children's writing performance, measured via count of Total Words Written (TWW) and Correct Word Sequences (CWS), were assessed over ten weeks using a multiple baseline group A-B single case research design. Participants were also interviewed on their views of writing and motivation to write at three time points in the ten-week period. Magnitude and level of change, rapidity of change, trend, and reliability of change were analyzed for the single case data. The robust Improvement Rate Difference (IRD) metric was also used to calculate effect sizes. Qualitative data from interviews were analyzed using a thematic analysis approach. Participants exhibited some changes in their perceptions of and motivations towards writing. However, the robust IRD measure indicated questionable effects of the intervention on both TWW and CWS for all participants. The current study extends methodology used in motivation research and knowledge of strategies for enhancing children's motivation to write.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Early childhood education. $3 557157
650 4 $a Psychology. $3 555998
653 $a Genre instruction
653 $a Motivation
653 $a Self-regulation
653 $a Children's motivation
653 $a Writing performance
655 7 $a Electronic books. $2 local $3 554714
690 $a 0621
690 $a 0518
690 $a 0525
710 2 $a Indiana University. $b School of Education. $3 1180104
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-02B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30572404 $z click for full text (PQDT)