Avoiding the struggle: Instruction that supports students' motivation in reading and writing about content material

We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We performed qualitative, descriptive, and statistical analysis on 3 data sets to gain insight into student perceptions across a variety of motivational factors and dimensions. Results indicated that students' efficacy increased after instruction in both interventions; however, efficacy was more varied across interventions for interest, self-regulation (intrinsic and extrinsic motivation), and task perception. Findings indicated that social factors could be better developed in both interventions.