Children's argument writing, interest and self-efficacy: an intervention study

By Suzanne Hidi, Dagmar Berndorff, Mary D. Ainley. 2002

188 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/68751b8e64fc5bbe641db372e273aee6908410ae

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Relationships between writing motivation, writing activity, and writing performance: effects of grade, sex, and ability (2013, unknown): “…causal pathways between self-efficacy, interest, and value are not well understood: perceived competence may lead to increased value and interest, or vice versa (Bandura, 1997; Hidi et al., 2002; Eccles et al., 1998; Linnenbrink & Pintrich, 2003; Wigfield et al., 1997; Zimmerman & Kitsantas, 1999).”
Motivation Research in Writing: Theoretical and Empirical Considerations (2012, background): “In conjunction with self-efficacy beliefs, task interest and value (which are related) influence the selection of goals and represent another core component of human motivation (Eccles, 1987; Hidi et al., 2002; Pervin, 1983; Wigfield & Eccles, 2001).”
Teaching and Learning Argumentation (2007, background): “For example, the intervention evaluated by Hidi et al. (2002) included discussions, lectures, exercises, and practice with writing.”
What makes lessons interesting?: The role of situational and individual factors in three school subjects (2008, background): “Similarly, Hidi, Berndorff, and Ainley (2002) showed that general interest in writing is associated with enjoyment of writing activities.”
Gender and interest processes in response to literary texts: situational and individual interest (2002, result): “These results are consistent with a number of findings (e.g., Anderson et al., 1987; Asher & Markell, 1974; Hidi & Berndorff, 1998; Hidi et al., 2002) showing that the performance of boys and girls tends to be similar on high interest material, but that when presented with low interest material boys”
The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science (2006, unknown): “Similarly, debate and discussion before writing improves students’ written argumentation (Reznitskaya et al, 2001 ; Hidi, Berndorff, & Ainley, 2002 ).”