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

Abstract

This convergent parallel mixed methods exploratory study used qualitative and quantitative data collected simultaneously, analyzed separately, and merged for an overarching interpretation. Kindergarten students (n = 27) were randomly assigned to either a control condition of Writer’s Workshop or an experimental condition that featured collaboration, student choice, structured self-regulated strategy instruction, and mindset training embedded in the Writer’s Workshop framework. The instruction lasted for 30 hours across 10 weeks. Results indicated significant growth for both basic (d = 0.72) and conceptual writing (d = 1.77). Students in the experimental group (n = 14) significantly increased motivation and perseverance for difficult writing tasks. Qualitative data including writing samples, interviews, and recordings supported the quantitative findings. Results indicate that adding mindset and self-regulation strategy instruction to the Writer's Workshop framework may improve motivation and independence in young writers.

Acknowledgements

I am grateful to the coauthors of this study, who worked countless hours writing with children and about children. A special thank you to Drs. Amy Elleman and Michelle Hasty for guiding and participating so fully in this research. Thank you to the amazing kindergarten writers and their teachers. Your voices matter.