2026-05-24T05:25:51Zhttps://keep.lib.asu.edu/oai/requestoai:keep.lib.asu.edu:node-1567342024-12-20T18:25:12Zoai_pmh:alloai_pmh:repo_items156734
https://hdl.handle.net/2286/R.I.50575
http://rightsstatements.org/vocab/InC/1.0/
2018
viii, 217 pages : illustrations (some color)
Doctoral Dissertation
Academic theses
Text
eng
Aitken, April Angelique
Graham, Steve
Anderson, Kate
Marley, Scott
Patall, Erika
Puckett, Kathleen
Arizona State University
Partial requirement for: Ph.D., Arizona State University, 2018
Includes bibliographical references (pages 185-190)
Field of study: Learning, literacies and technologies
An explanatory sequence mixed methods design was used to examine the effects of choice on the writing performance and motivation of college students (n = 242). The randomized control trial was followed by semi-structured interviews to determine the perceptions students (n = 20) held on the experiment as well the importance of choosing writing topics in college writing assignments. The effects of choice were tested as part of a real writing assignment that was included in nine sections of an introductory special education course. Results from hierarchical linear modeling (HLM) analyses found choice had a statistically significant negative effect on holistic writing quality, number of words written, and intrinsic writing motivation. Findings from the semi-structured interviews provided context for understanding the unexpected quantitative results.
Special education
Choice
Hierarchical-Linear Modeling
Mixed-Methods
Semi-Structured Interviews
Writing intervention
Writing Motivation
Choice (Psychology)
English language--Rhetoric--Study and teaching (Higher)--Psychological aspects.
English language
May the choice be with you?: the effects and perceptions of choice on writing for college students