Examining the Effects of Motivation to Improve Writing in Learning Disabled Students

1. Examining the Effects of Motivation to Improve Writing in Learning Disabled Students By Chris Failing

2. How do you improve motivation in students that struggle with writing and do not see the value in it? It is important to examine the effects that self-efficacy beliefs, self-regulation and task analysis play into influencing one’s motivation to write.

3. Self-efficacy beliefs are one of the strongest motivation predictors in academic settings (Pajares, 1996; Klassen & Lynch, 2007). Self-efficacy is one’s belief about themselves in regards to their ability too achieve a task. Students form their self-efficacy beliefs based on their past experiences including how they performed on tasks. The amount of effort they give depends on how confident they feel doing it as well as how much value they place on it (Feather, 1969; Lam & Law, 2007). Self-efficacy perceptions also operate within a larger system in which other theories interact with a student’s motivation. Dweck’s theory of implicit intelligence (1999) describes two operating views that affect one’s belief on their performance. An entity theorist believes that you are born with your cognitive ability and you cannot change it. An incremental theorist believes you can gain further knowledge and ability and through effort and learning and it is something you can develop (Dweck, 1999; Baird, Scott, Dearing & Hammil, 2009).

4. Another important factor in motivation and writing is self-regulation. Self-regulation are one’s beliefs and actions to obtain goals (Zimmerman & Risenberg, 1997; Mason, Meaden, Hedin & Cramer, 2012). Research suggests that students are motivated to perform a writing task well if it is appropriately situated and authentic (Garcia & de Caso, 2004). Intrinsic motivation is greater for those students who have some control over their outcomes and the ability to make choices in the activity. In order to motivate student’s confidence in their ability to write, teachers should allow students more autonomy in the writing processes by giving options for choice of content, style and approach. When choice is presented, it gives high levels of engagement ( Johnson, 2001; Margolis & McCabe, 2006).

5. Motivational beliefs will affect how one approaches a task as well as how they develop their metacognitive skills. Metacognition is the awareness of one’s cognitive processes, cognitive strengths and weaknesses, and self-regulation (Klassen, 2002). Learning disabled (LD) students have shown to have difficulty with analyzing task requirements, selecting and implementing strategies, and monitoring and adjusting their performance. With writing tasks, it was found that students with LD tend to focus on the lower-order processes such as spelling and grammar while not focusing on the higher order tasks such as organizing their ideas or writing to an audience. The conclusion that can be drawn from this is that LD students are less metacognitively aware. They tend to focus on the concrete demands of the task rather than the more evaluative and self-evaluative skills that are required in metacognitive process (Klassen, 2002). Teachers need to evaluate where students are functioning in their writing abilities so that they can provide them with a sequence of steps to help them attack difficult tasks.

6. In regards to the 3 areas that were discussed (self-efficacy, self-regulation and metacognitive awareness), students with learning disabilities tend to have the following characteristics: • Low self-efficacy beliefs • Difficulty predicting performance (miscalibration) • An entity theorist approach to learning (cognitive ability cannot be changed) • Establish performance goals versus learning goals • Decreased value and interest in writing • Difficulty with metacognition and task analysis • Adopt self-handicapping strategies such as procrastination • Make fewer attributions regarding the role of effort in improving performance

7. Strategies to improve self-efficacy beliefs and increase motivation in students with writing difficulties and learning disabilities: • Help determine what skill level they are at and provide ideas for task analysis ; model the strategy using self-talk to teach it • Increase mastery experiences by providing moderately challenging tasks that are achievable • Provide meaningful tasks they can associate to real-life • Provide increased autonomy by providing choice in activities • Give recognition for effort and self-improvement • Provide regular feedback on specific strategies • Use peer modeling of the task using students with similar interests, gender, age and ability level • Make sure that the tasks match the learner’s instructional and independence level • Use reinforcing statements to encourage continued effort, including verbal persuasion • Help the student set goals that are realistic and are learning oriented

8. Conclusion Students with learning disabilities perform poorly on writing tasks in comparison with their non-LD peers and they tend to lack motivation due to their past performances. The biggest factor that we can look at to improve students motivation with writing is to examine and improve their self-efficacy beliefs. Students with LD tend to attribute their difficulties and successes to factors that are not under their control rather than to effort. This false attribution leads them to avoid writing because they believe they cannot control how they perform (Troia, Shankland & Wolbers, 2012). In order to get students to make correct attributions, teachers must make sure that the tasks match the learner’s instructional and independence level. Students with LD tend to have decreased metacognitive awareness. Giving them writing tasks that produce mastery and then building on these experiences will build confidence and self-efficacy. The process of self-regulation ties into self-efficacy as it involves selecting appropriate goals, monitoring and implementing strategies. Allowing students increased autonomy will increase their interest and value in writing when given some choice in an activity and providing tasks that are meaningful to them (Newby, 1991; Lam & Law, 2007).

9. Bibliography Baird, G., Scott, W., Dearing, E., Hamill, S. (2009). Cognitive Self-Regulation in Youth With and Without Learning Disabilities: Academic, Self-Efficacy, Theories of Intelligence, Learning vs. Performance, Goal Preferences, and Effort Attributions. Journal of Social & Clinical Psychology, 28:7, 881-908. Garcia, Jesus-Nicasio & de Caso, Ana Maria (2004). Effects of a Motivational Intervention for Improving the Writing of Children with Learning Disabilities. Learning Disability Quarterly, 27:3, Special International Issue, 141-159. Klassen, Rob (2002). A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities. Learning Disability Quarterly, 25:88-102. Klassen, R., Krawchuk, L., Lynch, S., & Rajani, S. (2008). Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed Methods Inquiry. Learning Disabilities Research and Practice, 23, 137-147. Lam, Shui-Fong & Law, Yin-Kum (2007). The Roles of Instructional Practices and Motivation in Writing Performance. The Journal of Experimental Education, 75: 2, 145-164. Margolis, Howard & McCabe, Patrick (2006). Improving Self-Efficacy and Motivation : What to Do, What to Say. Intervention in School and Clinic, 41:4, 218-227.

10. Bibliography Mason, L., Meadan, H., Hedin, L., & Cramer, A. (2012). Avoiding the Struggle: Instruction that Supports Student’s Motivation in Reading and Writing About Content Material. Reading and Writing Quarterly: Overcoming Difficulties, 28:1, 70-96. Troia, Gary, Shankland, Rebecca, & Wolbers, Kimberly (2012). Motivation Research in Writing: Theoretical and Empirical Considerations. Reading and Writing Quarterly: Overcoming Learning Difficulties, 28:1, 5- 28.