The roles of instructional practices and motivation in writing performance

The roles of instructional practices and motivation in writing performance

• Lam, Shui Fong University of Hong Kong
• Law, Yin Kum University of Hong Kong

Journal of Experimental Education, 75(2), 145-164, 2007

Routledge

2007

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAE Teaching Methods of Composition & Their Outcomes
• C Psychology & Learning
  • CC Motivation of Learning

Foreign Countries Teaching Methods Structural Equation Models Teacher Interns Student Motivation Instructional Effectiveness Expository Writing Essays Classroom Techniques Participant Satisfaction Student Teaching Middle Schools Writing Improvement Self Disclosure (Individuals) Hong Kong

• Hong Kong

• 1997.7 onwards

• Secondary Education

The authors investigated what and how instructional practices are related to students' motivation and performance in writing. The participants were 6 teacher interns and their (N = 209) secondary-school students in Hong Kong. In a 3-session instruction unit, the teacher interns taught their students how to write an expository essay. The students completed the essay and then a questionnaire to report their motivation in the task and their perception of the instruction. Results of structural equation modeling showed that students' motivation mediated the effects of instructional practices on writing performance. The authors found that when the teachers adopted more motivating teaching strategies, the students were more motivated. When the students were more motivated, they, in turn, had better performance in writing.
[Copyright of Journal of Experimental Education is the property of Routledge . Full article may be available at the publisher's website:
http://dx.doi.org/10.3200/JEXE.75.2.145-164 ]

• English

Journal Articles

• 00220973

• 10.3200/JEXE.75.2.145-164

https://bibliography.lib.eduhk.hk/en/bibs/65e8c034

2010-09-27