Developing Motivation to Write

By Roger Bruning, Christy Horn. 2000

536 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/0549f9d544660363bc55fc8f0b253b60b289a16f

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

What About Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs (2016, background): “A few studies (e.g., Bifuh-Ambe, 2013; Bruning & Horn, 2000) have focused on motivation and writing, linking teacher attitudes about writing with their students’ motivation to write.”
Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students. (2007, background): “…Pajares, Miller, & Johnson, 1999; Pajares & Valiante,1997, 1999, 2001; Rankin, Bruning, & Timme, 1994; Schunk & Swartz, 1993; Shell, Colvin, & Bruning, 1995; Shell, Murphy, & Bruning, 1989; Wachholz & Etheridge, 1996; Zimmerman & Bandura, 1994; and see Bruning & Horn, 2000; Graham & Harris, 2005).”
Writing in Early Adolescence: A Review of the Role of Self-Efficacy Beliefs (2002, background): “Four conditions to enhance motivation are proposed by Bruning and Horn (2000). Teachers need to (a) nurture functional beliefs”
Executive Function in Education: From Theory to Practice. (2007, background): “Journal of Clinical and Experimental Neuropsychology, 24, 781–791. Koegel, L., Koegel, R., Hurley, C., & Frea, W. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341–353. Korkman, M., Kirk, U., & Kemp,”
A meta-analysis of writing instruction for adolescent students. (2007, background): “Also, we can provide no directions on the use of procedures designed specifically to boost motivation (see Bruning & Horn, 2000).”
Effects of two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy (2006, background): “Thus, it plays a mediational role in the effect of previous performances on actual writing performance (Bruning & Horn, 2000; Pajares & Johnson, 1996; Pajares & Valiente, 1997; Rankin, Bruning, & Timme, 1994; Shell, Colvin, & Bruning, Learning Disability Quarterly 182”
SELF-EFFICACY BELIEFS, MOTIVATION, AND ACHIEVEMENT IN WRITING: A REVIEW OF THE LITERATURE (2003, background): “Researchers have observed that girls experience a drop in their academic motivation and perceptions of competence as they reach high school (Bruning & Horn, 2000; Phillips & Zimmerman, 1990), perhaps because they begin to encounter classroom structures that emphasize a masculine form of discourse…”
Self-Regulation in Academic Writing Tasks (2005, background): “Teachers are responsible for creating motivational conditions for writing in a classroom; and instructors' “own conceptions of writing are seen as crucial…” (Bruning & Horn, 2000, p. 1).”
A Multicomponent Measure of Writing Motivation With Basic College Writers (2016, background): “Bruning and Horn (2000) pointed to the importance of beliefs about writing as meaningful communication, and White and Bruning (2005) developed a measure that contrasted transmission beliefs with transaction beliefs about writing.”
The Roles of Instructional Practices and Motivation in Writing Performance (2007, background): “The most useful feedback on writing tends to involve specific knowledge on how to achieve one’s writing goals (Bruning & Horn, 2000).”
Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance (2012, background): “…on specific instructional practices that directly aim at writing skills (e.g., strategy instruction) (Graham & Perin, 2007; Kellogg & Whiteford, 2009), but also on practices that enhance students’ writing motivation (e.g., giving students choices about the topic of writing) (Bruning & Horn, 2000).”
The Effect of the Process Writing Approach on Writing Success and Anxiety. (2014, background): “Bruning and Horn (2000) ascertained that checking written material carelessly increases writing anxiety, and that this anxiety harms students cognitively and affectively as well as decreasing their motivation.”