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

Abstract

The purpose of this study was to examine how a combination of motivational and instructional variables can be best utilized in an intervention program to improve students' emotional and cognitive experiences during argument writing. One hundred and seventy-seven students at the junior intermediate level participated. The study involved a pre-test, intervention, post-test design with two forms of intervention. The basic program given to all students included instructions on argument writing and incorporated strong motivational features. The second form of intervention provided students with an additional motivational component consisting of extended collaborative writing activities. In additi..