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Conference Paper: The role of affective-motivational factors in writing among Chinese elementary grade students
| Title | The role of affective-motivational factors in writing among Chinese elementary grade students |
|---|---|
| Authors | |
| Issue Date | 2015 |
| Citation | The 25th Annual Meeting of the Society for Text and Discourse (STD 2015), Minneapolis, MN., 6-8 July 2015. How to Cite? |
| Abstract | The importance of affective-motivational factors (self efficacy, value of writing, writing apprehension, external motivation and internal motivation) in Chinese writing was investigated among 132 Chinese students in Grade 3 and Grade 5. Multiple regression analysis results showed that only value of writing and identified regulation contributed unique variance to Chinese written composition after controlling for the contribution of cognitive-linguistic measures. These underscore the affective-motivational characteristics of Chinese learners and help inform Chinese writing instruction. |
| Description | No. 27 |
| Persistent Identifier | http://hdl.handle.net/10722/230174 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Yeung, PS | - |
| dc.contributor.author | Ho, CSH | - |
| dc.contributor.author | Chan, DWO | - |
| dc.contributor.author | Chung, KKH | - |
| dc.contributor.author | Wong, SWL | - |
| dc.contributor.author | Cheng, RWY | - |
| dc.date.accessioned | 2016-08-23T14:15:32Z | - |
| dc.date.available | 2016-08-23T14:15:32Z | - |
| dc.date.issued | 2015 | - |
| dc.identifier.citation | The 25th Annual Meeting of the Society for Text and Discourse (STD 2015), Minneapolis, MN., 6-8 July 2015. | - |
| dc.identifier.uri | http://hdl.handle.net/10722/230174 | - |
| dc.description | No. 27 | - |
| dc.description.abstract | The importance of affective-motivational factors (self efficacy, value of writing, writing apprehension, external motivation and internal motivation) in Chinese writing was investigated among 132 Chinese students in Grade 3 and Grade 5. Multiple regression analysis results showed that only value of writing and identified regulation contributed unique variance to Chinese written composition after controlling for the contribution of cognitive-linguistic measures. These underscore the affective-motivational characteristics of Chinese learners and help inform Chinese writing instruction. | - |
| dc.language | eng | - |
| dc.relation.ispartof | Annual Meeting of the Society for Text & Discourse, STD 2015 | - |
| dc.title | The role of affective-motivational factors in writing among Chinese elementary grade students | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Yeung, PS: patcyy@hkucc.hku.hk | - |
| dc.identifier.email | Ho, CSH: shhoc@hkucc.hku.hk | - |
| dc.identifier.authority | Yeung, PS=rp00641 | - |
| dc.identifier.authority | Ho, CSH=rp00631 | - |
| dc.identifier.hkuros | 248580 | - |
| dc.identifier.hkuros | 262850 | - |