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ERIC Number: ED377212
Record Type: Non-Journal
Publication Date: 1994-Apr
Pages: 8
Abstractor: N/A
Reference Count: N/A
Motivation in the Writing Classroom: Contributions of Goal Theory.
Potter, Ellen F.; And Others
The usefulness of achievement goal theory in explaining motivation in writing classrooms was studied with 14 students interviewed in fifth, sixth, and tenth grades. In the tenth-grade interview, students were asked about their writing experiences and processes. Interview statements were analyzed by three judges regarding mastery and performance goals for writing and responses that revealed students' motivation and volition to write. Achievement goal theory predicted that performance goals would be related to self-reports of low motivation to write and that this would be particularly evident in lower achieving (and presumably less self-confident) writers. Data suggest that although goal orientation does help explain writing motivation, it is the complex interactive pattern of goals students hold and behaviors they enact that determines achievement outcomes. Findings also suggest that it would be important to identify distinctive types of performance goals in writing, perhaps as related to student conceptions of audience. (Contains 8 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A