An Examination of Mindset Instruction, Self-Regulation, and Writer’s Workshop on Kindergarteners’ Writing Performance and Motivation: A Mixed-Methods Study

Schrodt, Katie; Elleman, Amy M.; FitzPatrick, Erin; Hasty, Michelle Medlin; Kim, Jwa K.; Rector, Hillary

doi:10.1080/10573569.2019.1577778

Cited by 21 publications

(24 citation statements)

References 20 publications

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“…For example, lacking the confidence to spell a word that exists in a student’s expressive vocabulary is enough to interrupt the creative process or may lead the student to choose a less sophisticated and less specific term (Schrodt et al, 2019). Learning strategies to address that challenge or incorporating self‐statements that encourage perseverance are examples of self‐regulation that can support students’ success in meeting the complex challenge that writing poses.…”

Section: Where Growth Mind‐set Meets Self‐regulationmentioning

confidence: 99%

“…Recent research examined the impact of adding self‐regulation strategies and growth mind‐set on writing and motivation outcomes for kindergarten students (Schrodt et al, 2019). Results indicated that adding mind‐set and self‐regulation strategy instruction to the writers’ workshop framework improved motivation, independence, and academic success in young writers (Schrodt et al, 2019). To improve autonomous writing, we combined research on both invented spelling and growth mind‐set to create unique lesson plans that focus on the development of word reading skills, alphabetic knowledge, and phonological awareness.…”

Section: Where Growth Mind‐set Meets Self‐regulationmentioning

confidence: 99%

“…The results of this 10‐week intervention study could help educators provide authentic writing and motivation instruction that not only helps students become independent and inspired writers within a classroom context but also shows an increase in their achievement on standardized test scores (Schrodt et al, 2019). This research was incorporated into the “brave spelling” lesson plan.…”

Section: Where Growth Mind‐set Meets Self‐regulationmentioning

confidence: 99%

“…Many young students believed that they could only spell easy words such as cat , dog , mom , and dad (Schrodt et al, 2019). This limitation prevented them from exploring the depths of their creativity and limited their expression.…”

Section: Where Growth Mind‐set Meets Self‐regulationmentioning

confidence: 99%

“…As a part of a larger experimental intervention study (Schrodt et al, 2019), the authors combined the research on invented spelling with the research on growth mind‐set to foster the strategy of “brave spelling” to encourage students to increase the sophistication of their writing and bravely address any desired topic. In this teaching tip, we explore how creating a culture of brave spellers is one strategy for helping students write any words they can imagine.…”

Section: Invented Spellingmentioning

confidence: 99%

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Becoming Brave Spellers

Schrodt¹,

FitzPatrick²,

Elleman³

2020

The Reading Teacher

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Research has indicated that adding mind‐set and self‐regulation strategy instruction to the writers’ workshop framework may improve motivation, independence, and academic success in young writers. Invented spelling can strengthen the relation between phonological and orthographic representations. The authors examined the impact of growth mind‐set instruction on writing using a strategy of “brave spelling” to encourage students to use invented spelling skills to increase the sophistication of their writing. The authors combined research on invented spelling and growth mind‐set to create unique lesson plans focused on the development of word‐reading skills, alphabetic knowledge, and phonological awareness. In 10 weeks, 12 kindergartners bravely spelled 240 different words that conventionally contain five or more letters. This research was incorporated into the “brave spelling” lesson plan. The authors explore how creating a culture of brave spellers is one strategy for helping students write any words they can imagine.

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Section: Where Growth Mind‐set Meets Self‐regulationmentioning

confidence: 99%

Section: Where Growth Mind‐set Meets Self‐regulationmentioning

confidence: 99%

Section: Where Growth Mind‐set Meets Self‐regulationmentioning

confidence: 99%

Section: Where Growth Mind‐set Meets Self‐regulationmentioning

confidence: 99%

Section: Invented Spellingmentioning

confidence: 99%

See 3 more Smart Citations

Becoming Brave Spellers

Schrodt¹,

FitzPatrick²,

Elleman³

2020

The Reading Teacher

View full text Add to dashboard Cite

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Assessing Writing Motivation: a Systematic Review of K-5 Students' Self-Reports

et al. 2023

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For attaining success in writing, motivation is essential. Crucially, instruction is dependent on knowing the student’s capabilities and inner drives. To date, research on writing has yet to establish a consistent framework for assessing writing motivation, and often fails to acknowledge students’ self-reports, rather favoring evaluations of students’ writing motivation made by others, such as teachers and researchers. This limbo state originates partly from a general skepticism towards the trustworthiness of elementary students’ self-reports. Nonetheless, the validity of such self-reports has been acknowledged in adjacent fields, such as reading. Aiming to establish a knowledge base from studies addressing students’ voices, the present study adopts the method of a systematic review and investigates how writing motivation has been assessed in empirical studies (1996–2020) through K-5 students’ self-reports. Of the 7047 studies identified through database search, 56 met the inclusion criteria and are examined in this review. Results indicate that (a) storytelling is the genre most used to operationalize writing in the investigations, (b) surveys and interview questions measuring students’ attitude towards writing are the most common type of self-report used, and (c) students’ voices are weighted differently across the studies. Findings suggest that future research should (1) work to counteract existing biases in writing tasks, (2) provide a rationale for their choice/design of measure of motivation, and (3) report clearly whose voices are being heard (e.g., students’, teachers’, or researchers’) and the appropriateness of this choice regarding study purpose, design, and findings.

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