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ERIC Number: ED308522
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
Motivational Factors Related to Writing Instruction in Classrooms Using Process and Product Oriented Approaches.
McClintic, Susan V.
Fifty fifth and sixth grade students participated in a study attempting to document motivational differences that may be associated with two approaches to classroom writing instruction. Thirty of the students were involved in the process-oriented approach where students are encouraged to write multiple drafts of assignments, attending to issues of content in initial drafts and dealing with correction of mechanical errors in the final stages of editing. Twenty of the students participated in the product-oriented approach which may be characterized by single draft assignments which are graded by the teacher with high importance placed on mechanics. Motivation constructs considered in the study included: (1) entity (ability is stable) versus incremental (ability increases with effort) theories of writing ability; (2) initial importance of mechanics versus content; (3) confidence; (4)intrinsic motivation; (5) utility value; and (6) perceived competence. Results indicated that motivational factors may be instrumental in mediating students' actual performance of writing tasks in the classroom, and motivational consequences may differ as a result of process and product oriented approaches to writing instruction. (NH)
Publication Type: Opinion Papers; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A