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"I think of myself as a talented writer:" ...

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"I think of myself as a talented writer:" understanding fifth and sixth grade students' self-concepts in writing

Name:Personal
Hamilton, Bonita L. Role :Text(marcrelator)
creator

Name:Personal
Harding-Dekam, Jennifer L Role :Text(marcrelator)
thesis advisor

Name:Personal
Fertig, Gary Role :Text(marcrelator)
thesis advisor

Name:Personal
Lawrence, Jody K Role :Text
committee member

Name:Personal
Lahmanm Maria K E Role :Text
committee member

Name:Corporate
Educational Studies Role :Text(marcrelator)
sponsor

Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor

typeOfResource
text genre(marcgt)
Thesis
Origin Information Place :Text
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2011-05
2011-05

Language :Text
English

Physical Description
252 pages
born digital

abstract
Students' academic self-concepts have a reciprocal relationship with their academic performance, so high academic self-concepts are desirable. Yet, academic self-concepts typically decline during the late elementary and early middle school years. Little is known about how students' academic self-concepts are influenced to change. Fifth and sixth grade students' academic self-concepts in writing were examined through a two-phase, sequential, explanatory, complementary (or mixed) methods research design to explore how academic self-concepts in writing change. Phase one was a quantitative survey that measured fifth and sixth grade students' self-concepts in writing. Findings from this phase indicated that students generally hold slightly positive self-concepts as writers. Also, statistical analysis suggested that the Self-concept and Change Survey was a reliable and valid instrument for measuring self-concept in writing. Phase two was a case study of four children, two fifth grade students and two sixth grade students, who reported positive change in their self-concepts as writers. Data collection over four months included observations of ten fifth and sixth grade classrooms during writing instruction; interviews of four student participants, seven teachers, six administrators, and three parents; and participant-developed multimedia narratives. Findings within the case study showed that students perceived barriers to their writing competence and, as they found ways to overcome the barriers, experienced positive turning points in their writing self-concepts. Turning points consisted of a series of critical events, including a negative critical event, an initial positive critical event, and a final critical event that completed the turning point. Participants described their turning points through multimedia narratives. These turning points from negative to positive self-concepts in writing were not visible to influential adults and did not appear to result in external improvements in writing skills. note
Related Item :series

Related Item :thesis(displayLabel="Degree Type")
Ed.D.

Related Item :thesis(displayLabel="Degree Name")
doctoral

identifier:Local
Hamilton_unco_0161D_10062.pdf
Location (usage="primary display")
http://hdl.handle.net/10176/cogru:1330

accessCondition:useAndReproduction
Copyright is held by the author.
Record Information languageOfCataloging :Text(ISO639-2B)
English :Code(ISO639-2B)
eng

note:admin
 note:bibliography
 note:thesis(displayLabel="Degree Type")
EdD note:thesis(displayLabel="Degree Name")
doctoral
Subject

Subject

Subject Name:Personal

Subject Name:Corporate

Subject

accessCondition:restrictionOnAccess
Title Information:Alternative


Subject
Case Studies

Subject
Psychology

Subject
Language Arts

Subject
Academic Self-Concept

Subject
Mixed Methods Research

Subject
Turning Point Narrative

Subject
Writing

Subject
Elementary Education