Writing motivational incentives of middle school emergent bilingual students
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Writing motivational incentives of middle school emergent bilingual students April Camping1 · Steve Graham1 · Clarence Ng2 · Angelique Aitken3 · John M. Wilson4 · Jeanne Wdowin4
© Springer Nature B.V. 2020
Abstract The purpose of this study was to compare the motivational incentives for writing of middle school emergent bilingual students with their peers whose first language was English. The study included 285 emergent bilingual students (146 girls, 139 boys) who were matched with 285 native English speakers (NE) on race, gender, and grade. The emergent bilingual students included two groups: students receiving English language services (EL) and students who had been reclassified as English proficient (REP). All students completed the school district’s standardized informative writing test and a survey assessing the following writing motivational incentives: curiosity, involvement, social recognition, grades, competition, emotional regulation, and relief from boredom. While the writing motivational incentives of EL and REP students were similar, one or both of these groups of emergent bilingual students had statistically higher scores than NE students on all but one of the motivational incentives for writing. NE students were more motivated than emergent bilingual students to write for better grades, and they also had higher scores on the standardized writing test. REP students scored higher on this test than EL students. While motivational incentives for writing predicted NE students’ writing performance, this was not the case for EL and REP students. Keywords Extrinsic motivation · Intrinsic motivation · Motivation · Self-regulatory · Motivation · Writing
* Steve Graham [email protected] 1
Mary Lou Fulton Teachers College, Arizona State University, P.O. Box 871811, Tempe, AZ 85281‑1811, USA
2
Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane, Australia
3
University of Nebraska at Lincoln, Lincoln, USA
4
Tempe Elementary School District, Tempe, USA
13
Vol.:(0123456789)
A. Camping et al.
Introduction Writing develops across the lifespan, providing young and old with a flexible tool used to accomplish a variety of different functions (Bazerman et al., 2018). Children begin using writing as early as two years of age, producing scribbles, lines, letters, and words to tell stories, communicate with others, and record ideas. As they move through school, students use writing to demonstrate what they know; enhance their understanding and learning of classroom content and texts; persuade others; create imaginary worlds and narratives; chronicle their experiences; explore who they are; alleviate stress and boredom; and communicate with friends, family, and others across distance as well as time. These same activities continue into adulthood, but purposes for writing expand to include writing for professional communication and completing job responsibilities. At home, school, or work, writing can facilitate understanding, reflection, explicitness, and rea
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