Enhancing Elementary Students' Motivation to Read and Write: A Classroom Intervention Study  

Oleh:

Miller, Samuel D. ; Meece, Judith L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 90 no. 05 (May 1997), page 286-299.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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ABSTRACT The authors examined how different reading and language arts assignments influenced 3rd-grade students' motivational goals, strategy use, and achievement affect, that is, anxiety and self-concept. Participants included 8 teachers and 187 students from 1 suburban school. During weekly planning sessions, the teachers modified their reading and language arts assignments to inc.-ease the number of opportunities students had (a) to write multiple paragraphs, (b) to collaborate with peers, and (c) to monitor their progress oyer extended periods of time. The 5tudents' motivational patterns varied according to how well the teachers implemented these changes in their assignments. In classrooms where the teachers implemented the desired modifications, the students were less focused on teacher approval or normative standards of evaluation. Contrary to Expectations, the intervention did not influence the students' patterns of strategy use or achievement affect. The results highlight ways in which teachers can structure reading and language arts assignments to positively influence the students' motivational profiles.

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