Utility value of improving writing skills for adult basic education students

Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skill...

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Vydáno v:Journal of adolescent & adult literacy Ročník 68; číslo 3; s. 211 - 222
Hlavní autoři: Martinez, Jennifer, Greenberg, Daphne, Puranik, Cynthia, Braasch, Jason Lawrence, Traga Philippakos, Zoi A., MacArthur, Charles A., Miller, Christine
Médium: Journal Article
Jazyk:angličtina
Vydáno: Hoboken Blackwell Publishing Ltd 01.11.2024
Témata:
Adult Basic Education
Adult education
Adult Learning
Adult literacy
Adult students
Adults
Attainment
Continuing education
Education work relationship
Educational activities
Educational attainment
Employment
Grammar
Learning Motivation
Motivation
Scholarship
Skills
Spelling
Student writing
utility value
Word Processing
Work skills
Writing
Writing Improvement
Writing instruction
Writing Skills
ISSN:1081-3004, 1936-2706
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Popis
Shrnutí:Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting, and revising skills. Findings revealed that participants had a high utility value of improving writing in all three skill areas and possessed a variety of underlying motivations, including obtaining further education, seeking future employment, and personal reasons. Participants' age, educational attainment, and reading levels showed relationships with utility value of improving grammar and spelling skills, and age showed an additional relationship to utility value of improving word processing skills. This work extends research on motivation in this population and supports the application of expectancy‐value theory to both adult motivation and writing motivation.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1081-3004
1936-2706
DOI:10.1002/jaal.1349