NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ549952
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0022-0671
Enhancing Elementary Students' Motivation to Read and Write: A Classroom Intervention Study.
Miller, Samuel D.; Meece, Judith L.
Journal of Educational Research, v90 n5 p286-99 May-Jun 1997
Researchers examined how different reading and language arts assignments influenced third graders' (N=187) motivational goals, strategy use, and achievement affect. Teachers (N=8) modified assignments to increase students' complex writing and peer collaboration. Evaluation indicated students became less focused on teacher approval or normative standards of evaluation but patterns of strategy use or achievement affect were unaffected. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina