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ERIC Number: ED415522
Record Type: Non-Journal
Publication Date: 1997-May
Pages: 68
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Guided Imagery on Low-Achieving Children's Motivation in Journal Writing Activities.
Rose, M. Victoria; Sweda, Jennifer R.
A field project aimed to determine if the use of guided imagery affected low-achieving children's motivation in journal writing activities. Over a 4-week period, 2 weeks pre-intervention and 2 weeks post-intervention, researchers documented the number of off-task unrelated and related behaviors, fluency in the number of words written and attitudes through an attitudinal survey. The survey assessed motivation in third-grade students in an elementary school in a low socioeconomic area of Charlottesville, Virginia. After completing the field study, it was found that in 55% of the students, off-task related behaviors dropped while in 35% of the students, they rose. In both cases, 10% of the students remained the same from pre- to post-intervention. The fluency scores for the class dropped from week to week, averaging 73, 57, 50, and 39 written words. Overall, student attitudes about writing remained neutral throughout the study as determined by the surveys. Findings suggest that a writing curriculum that incorporates guided imagery can stimulate children to write; however further research is needed to provide significant statistical evidence. (Contains 17 references, and 4 tables and 7 figures of data; appendixes contain the survey instrument and additional data.) (Author/RS)
Publication Type: Dissertations/Theses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A