Who likes to engage in writing? – The role of children’s beliefs and intrinsic value regarding leisure writing

Birnbaum, Lisa; Schüller, Elisabeth; Kröner, Stephan

doi:10.1080/01443410.2020.1777941

Cited by 7 publications

(4 citation statements)

References 52 publications

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“…Because they had an audience and a "conduit for exchanging ideas with one another" (Linares, 2020, p. 688), they viewed their writing with a new level of importance. This finding is supported by research suggesting that writing for the purpose of communication is perceived as more motivating than writing for the purpose of evaluation (Birnbaum et al, 2020). This is especially critical for students with writing apprehension because writing requires them to be vulnerable and rally their mental and psychological resources for an extended period of time (Bruning & Horn, 2000, p. 28).…”

Section: Discussionmentioning

confidence: 87%

“Are you Gonna Help us with Writing?” Empowering Writers though Dialogue Journaling

Bryars,

Pletcher

2024

The Reading Teacher

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Before ever entering a formal educational setting, children use writing to make themselves known. Yet by the time students reach the fourth grade, only a small minority of students demonstrate writing skills considered competent by national standards. By this time in their school career, many have begun to internalize that they are poor writers and have become apprehensive toward writing tasks and tests. Using an approach that applies the well‐established literacy practice of dialogue journaling, Leah, a teacher, facilitated an after‐school book club for fourth‐grade students who experienced writing apprehension. The outcomes of the book club were that students began to build confidence and develop more positive attitudes toward writing.

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Section: Discussionmentioning

confidence: 87%

“Are you Gonna Help us with Writing?” Empowering Writers though Dialogue Journaling

Bryars,

Pletcher

2024

The Reading Teacher

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“…Detailed studies with large sample sizes could reveal how person-and environment-related variables interact with each other, and how leisure reading and writing in children may be promoted. It can be assumed that effects of domain-general variables on leisure reading and writing are mediated by domain-specific variables (Birnbaum et al, 2019(Birnbaum et al, , 2020. Thus, domain-specific variables are the key starting points to promote leisure reading and writing activities in children.…”

Section: Overall Completeness and Applicability Of Evidencementioning

confidence: 99%

A Review on Antecedents and Consequences of Leisure Reading and Writing in Children

Birnbaum

Kröner

2022

Sage Open

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It is desirable that children engage in reading and writing beyond school. What is known about various individual and environmental variables that may be related to children’s leisure reading and writing? And how strong is existing evidence? Our scoping review aims at mapping research on leisure reading and writing in first- to fourth-graders. Using content analysis, we extracted 135 research findings, among them only 6 on leisure writing. In most findings, leisure reading and writing were considered as consequences of variables like reading competence, motivation, and attitudes. Considerably fewer findings included leisure reading and writing as antecedents. We discuss the need for more longitudinal and experimental studies and a stronger focus on the connection between leisure reading and writing.

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“…Gender : Studies on children’s cultural activities revealed strong differences in leisure activities based on gender, for example, in leisure writing or organized sports activities (Birnbaum, Schüller, & Kröner, 2020; Staudenmaier, 2012). This holds true, especially in the context of music making: Girls are more inclined toward singing than boys and they are also more likely to participate in musical activities (Crowther & Durkin, 1982; McPherson et al, 2015; Penthin, 2020; Welch, Saunders, Papageorgi, & Himonides, 2012; Wigfield et al, 1997).…”

Section: The Intention To Participate In Out-of-school Music Classes ...mentioning

confidence: 99%

The effects of setting and music on the intention to participate in out-of-school music classes: An experimental video vignette study

Smolarczyk

Wießnet

Birnbaum

et al. 2021

Psychology of Music

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There is a discrepancy between a high inherent value of extracurricular music classes and a low proportion of low-socioeconomic status (SES) male participants. However, evidence on how to match out-of-school music classes to students’ preferences is lacking. Thus, we assessed the attractiveness of different versions of such classes via an experimental video vignette study featuring a 2 × 2-factor (setting × music; each with high vs. low proximity to informal youth culture) between-subjects design with N = 244 students (Grade 5–10). We assessed the intention to participate as criterion, and gender, age, and SES (highest International Socio-Economic Index [HISEI] quartile) as control variables. A hierarchical regression showed a positive effect of music associated with youth culture on intention and no effect of the setting. Female (and older) students displayed higher intention than male (and younger) students. The single effect involving HISEI was a significant interaction of music and SES, which resulted from high-SES adolescents being especially motivated for classes with music associated with youth culture. Thus, to motivate boys and older students in particular, special consideration should be given to the appropriate design and marketing of music classes. However, music close to youth culture might be especially beneficial for adolescents with high rather than low SES.

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Who likes to engage in writing? – The role of children’s beliefs and intrinsic value regarding leisure writing

Cited by 7 publications

References 52 publications

“Are you Gonna Help us with Writing?” Empowering Writers though Dialogue Journaling

“Are you Gonna Help us with Writing?” Empowering Writers though Dialogue Journaling

A Review on Antecedents and Consequences of Leisure Reading and Writing in Children

The effects of setting and music on the intention to participate in out-of-school music classes: An experimental video vignette study

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