%0 Journal Article
%T Toward a More Complete Understanding of Writing Enjoyment: A Mixed Methods Study of Elementary Students
%A Eric Ekholm
%A Lisa Jackson
%A Michael Broda
%A Morgan DeBusk-Lane
%A Sarah Marrs
%A Sharon Zumbrunn
%J AERA Open
%@ 2332-8584
%D 2019
%R 10.1177/2332858419850792
%X This mixed methods study explored elementary students¡¯ (N = 263) writing enjoyment, their perceptions of teacher writing enjoyment, self-regulation, and grades. In the quantitative strand, we examined how student perceptions of teacher writing enjoyment and student writing enjoyment relate to student writing self-regulation and writing grades using structural equation modeling. Findings revealed a positive relationship among student-perceived teacher writing enjoyment, student writing enjoyment, and student writing self-regulation and grades. In the qualitative strand, we explored responses of students with high or low writing enjoyment ratings to understand aspects of the instructional environment that contribute to students¡¯ affective experiences with writing. Much of what determines students¡¯ enjoyment of or aversion to writing fell in to one of two categories, regardless of the degree to which they enjoy writing: writing preferences (e.g., topic/genre selection, writing environment) or mood and motivation (e.g., student mood at the time of writing, self-efficacy for writing)
%K writing
%K affect
%K enjoyment
%K self-regulation
%K grades
%U https://journals.sagepub.com/doi/full/10.1177/2332858419850792