Writing Motives and Writing Achievement of Elementary School Students from Diverse Language Backgrounds

Autor/inn/en	Camping, April; Graham, Steve; Harris, Karen R.
Titel	Writing Motives and Writing Achievement of Elementary School Students from Diverse Language Backgrounds
Quelle	In: Journal of Educational Psychology, 115 (2023) 7, S.1028-1043 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Camping, April)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000796
Schlagwörter	Student Motivation; Writing Achievement; Elementary School Students; English Language Learners; Self Management; Grade 3; Grade 4; Grade 5; Urban Schools; Bilingual Students; English (Second Language); Second Language Learning; Prediction + Suchen Sie Ihr Suchwort? Schulische Motivation; Selbstmanagement; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Vorhersage
Abstract	This study examined the intrinsic, extrinsic, and self-regulatory motives for writing and writing achievement of three groups of third- to fifth-grade students in an urban school district: (a) 189 emergent bilingual students receiving services for English language development (ELD); (b) 374 reclassified bilingual students who had exited ELD programs; and (c) 563 native English-speaking students. Intrinsic and self-regulatory writing motives were significantly higher for emergent bilingual students and reclassified bilingual students than their native English-speaking peers. Extrinsic writing motives were significantly higher for reclassified bilingual students than both emergent bilingual and native English-speaking students. Native English-speaking students scored significantly higher on a district standardized writing achievement test than both reclassified and emergent bilingual students, with reclassified bilingual students scoring significantly higher than emergent bilingual students. Finally, after controlling for variance related to student language status (e.g., emergent bilingual), gender, and grade, motives for writing predicted a small but statistically detectable amount of variance in writing achievement. Implications for practice and research are provided. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01