abstract: An explanatory sequence mixed methods design was used to examine the effects of choice on the writing performance and motivation of college students (n = 242). The randomized control trial was followed by semi-structured interviews to determine the perceptions students (n = 20) held on the experiment as well the importance of choosing writing topics in college writing assignments. The effects of choice were tested as part of a real writing assignment that was included in nine sections of an introductory special education course. Results from hierarchical linear modeling (HLM) analyses found choice had a statistically significant negative effect on holistic writing quality, number of words written, and intrinsic writing motivation. Findings from the semi-structured interviews provided context for understanding the unexpected quantitative results. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2018
| Identifer | oai:union.ndltd.org:asu.edu/item:50575 |
| Date | January 2018 |
| Contributors | Aitken, Angelique (Author), Graham, Steve (Advisor), Anderson, Kate (Committee member), Marley, Scott (Committee member), Patall, Erika (Committee member), Puckett, Kathleen (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 226 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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