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Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 35, 2019 - Issue 5
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Original Articles

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

Katie E. SchrodtDepartments of Elementary and Special Education and Literacy Studies, Middle Tennessee State University, Murfreesboro, TN, USA; Correspondence[email protected]
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Amy M. EllemanDepartments of Elementary and Special Education and Literacy Studies, Middle Tennessee State University, Murfreesboro, TN, USA;
,
Erin R. FitzPatrickDepartment of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC, USA;
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Michelle M. HastyDepartment of Instructional Coaching, Lipscomb University, Nashville, TN, USA;
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Jwa K. KimDepartments of Elementary and Special Education and Literacy Studies, Middle Tennessee State University, Murfreesboro, TN, USA;
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Terri J. TharpDepartments of Elementary and Special Education and Literacy Studies, Middle Tennessee State University, Murfreesboro, TN, USA;
&
Hillary RectorEnglish Department, Belmont University, Nashville, TN, USA
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Pages 427-444 | Published online: 06 May 2019

Citations (15)

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Read on this site (4)

Katie Schrodt, Erin FitzPatrick, Megan Brown & Ashlee Hover. (2023) Examining the Validity of the Writing Challenge Task: An Assessment Tool for Measuring Writing Motivation in Kindergarteners. Reading & Writing Quarterly 39:4, pages 334-349.
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Clariebelle Gabas, Sonia Q. Cabell, Stefanie B. Copp & Mary Campbell. (2023) Evidence-based Features of Writing Instruction in Widely Used Kindergarten English Language Arts Curricula. Literacy Research and Instruction 62:1, pages 74-99.
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Megan S. Kirby, Trina D. Spencer & Yi-Jui Iva Chen. (2021) Oral Narrative Instruction Improves Kindergarten Writing. Reading & Writing Quarterly 37:6, pages 574-591.
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Natalie M. Griffin, Amy M. Elleman & Eric L. Oslund. (2021) The Impact of Growth Mindset Instruction on the Vocabulary Acquisition and Comprehension of First Grade Students. Reading Psychology 42:7, pages 758-776.
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Articles from other publishers (11)

Gustaf B. Skar, Steve Graham & Alan R. Huebner. (2023) Efficacy for writing self-regulation, attitude toward writing, and quality of second grade students’ writing. Frontiers in Psychology 14.
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Megumi E. Takada, Christopher J. Lemons, Lakshmi Balasubramanian, Bonnie T. Hallman, Stephanie Al Otaiba & Cynthia S. Puranik. (2023) Measuring kindergarteners’ motivational beliefs about writing: a mixed-methods exploration of alternate assessment formats. Frontiers in Psychology 14.
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Heqiao Wang & Gary A. Troia. (2023) How students' writing motivation, teachers' personal and professional attributes, and writing instruction impact student writing achievement: a two-level hierarchical linear modeling study. Frontiers in Psychology 14.
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Aline Alves-Wold, Bente Rigmor Walgermo, Erin McTigue & Per Henning Uppstad. (2023) Assessing Writing Motivation: a Systematic Review of K-5 Students' Self-Reports. Educational Psychology Review 35:1.
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Elise C. Allen, August T. Masonheimer & Christopher A. Wolters. (2023) Do dispositional motivational beliefs predict self-regulated learning strategies? An examination of willpower beliefs. International Journal of Educational Research 119, pages 102174.
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Ana Camacho, Rui A. Alves, Mariana Silva, Paula Ferreira, Nadine Correia & João R. Daniel. (2023) The impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performance. Contemporary Educational Psychology 72, pages 102127.
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Sohayla A. Elhusseini, Clair M. Tischner, Kathleen B. Aspiranti & Alicia L. Fedewa. (2022) A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement. Metacognition and Learning 17:3, pages 1117-1139.
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Hassan Mohammad Taofik & Fadzilah Amzah. (2022) Efficiency of Writer’s Workshop and Traditional Writing Instruction on Preschool Children of Nigeria. International Journal of Educational Reform 31:4, pages 442-458.
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Kimberly Wolbers, Hannah Dostal, Steve Graham, Lee Branum-Martin & Leala Holcomb. (2021) Specialized Writing Instruction for Deaf Students: A Randomized Controlled Trial. Exceptional Children 88:2, pages 185-204.
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Jane Thompson & Gina Childers. (2021) The impact of learning to code on elementary students’ writing skills. Computers & Education 175, pages 104336.
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Katie Schrodt, Erin FitzPatrick & Amy Elleman. (2020) Becoming Brave Spellers. The Reading Teacher 74:2, pages 208-214.
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