Student Perceptions of Teacher and Peer Enthusiasm for Writing, Writing Attitudes, and Writing Self-Regulation: A Mixed-Methods Study

• In Event: 25.016 - Motivation and Engagement in Literacy

Abstract

Several factors figure into whether or not writing is an enjoyable or worthwhile experience for students. Through the lens of social cognitive theory (Bandura, 2001), this explanatory sequential mixed methods study examined how student(n = 904) perceptions of teacher and peer enthusiasm for writing and student writing attitudes relate to observed student writing self-regulation using structural equation modeling and qualitative follow-up of written responses. Quantitative findings revealed that student writing attitudes partially mediated the relationship between perceived teacher and peer enthusiasm for writing and writing self-regulation and ELA grades. Qualitative data highlighted the range of student experiences with writing, as well as the power of honoring the student perspective.

Authors

• Sharon Zumbrunn, Virginia Commonwealth University

• Sarah Anne Marrs, Virginia Commonwealth University

• Lisa Jackson, Virginia Commonwealth University

• Michael Broda, Virginia Commonwealth University

• Eric Ekholm, Virginia Commonwealth University

• Morgan DeBusk-Lane, Pennsylvania State System of Higher Education