Avoiding the struggle: Instruction that supports students' motivation in reading and writing about content material

Linda H. Mason, Hedda Meadan, Laura R. Hedin, Anne Mong Cramer

Research output: Contribution to journalArticle

13 Scopus citations


We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We performed qualitative, descriptive, and statistical analysis on 3 data sets to gain insight into student perceptions across a variety of motivational factors and dimensions. Results indicated that students' efficacy increased after instruction in both interventions; however, efficacy was more varied across interventions for interest, self-regulation (intrinsic and extrinsic motivation), and task perception. Findings indicated that social factors could be better developed in both interventions.

Original languageEnglish (US)
Pages (from-to)70-96
Number of pages27
JournalReading and Writing Quarterly
Issue number1
Publication statusPublished - Jan 1 2012


All Science Journal Classification (ASJC) codes

  • Education
  • Linguistics and Language

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