'Well, I Have to Write That": A Cross-Case Qualitative Analysis of Young Writers' Motivations to Write

Autor/in	Magnifico, Alecia Marie
Titel	'Well, I Have to Write That": A Cross-Case Qualitative Analysis of Young Writers' Motivations to Write
Quelle	In: International Journal of Educational Psychology, 2 (2013) 1, S.19-55 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Motivation; Qualitative Research; Creative Writing; Interviews; Adolescents; Case Studies; High School Students; Extracurricular Activities; Computer Games; Context Effect; Experience; Interests + Suchen Sie Ihr Suchwort? psychologische; Motivation (psychologisch); Qualitative Forschung; Kreatives Schreiben; Interviewing; Interviewtechnik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Außerunterrichtliche Aktivität; Computer game; Computerspiel; Computerspiele; Erfahrung; Bildungsinteresse
Abstract	Hickey (2003), taking a "stridently sociocultural" position on motivation, notes that conceptualizations of motivation must shift to successfully study "motivation-in-context" (p. 401 ). This study represents an attempt to navigate such a shift. Rather than taking established understandings of achievement goals and motivation orientations as given, this interview-based, qualitative analysis examines three creative writing environments--a secondary classroom, an extracurricular arts program, and an online game community--and analyzes adolescent participants' understandings of their writing goals and motivations to write in particular settings. While such an approach relies on self-report and thus cannot capture implicit cognitions, its goal is to shed light on relationships among writers, contexts, and cognitions--and how traditional motivational paradigms may need to be amended to engage with such questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01