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This pilot study used a descriptive case-study method, with multiple cases, to examine changes in students’ self-perceptions and performance in writing. The study focused on the effects of an intervention, intended to impact components of motivational engagement (interest and writing apprehension) as well as self-efficacy beliefs, for students with cognitive strengths and learning deficits, in order to determine how this relates to levels of effort and persistence on writing tasks. The participants were two adolescent students, who exhibited cognitive strengths, coupled with learning disabilities in writing. The study design used Entry Phase and Exit Phase measures to collect data on the students’ levels of self-efficacy, apprehension, and interest in writing, before and after the intervention. Additional measures of effort, persistence, and performance were also taken at Entry and Exit Phases. Findings indicated improvements for both students on levels of effort, persistence, and performance following the intervention.