MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES

Abstract

This qualitative study, conducted in an urban high school, explored the motivational factors in 11 students' home and school literacy practices using expectancy-value theory as the framework. Each of the student participants was represented in an individual case study about in-school and out-of-school literacy activities. The within-case analysis was drawn from multiple sources of data gathered over a four-month investigative period. This study employed several different approaches to data collection commonly used in qualitative case study design - interviews, observations, and document analysis. Additionally, cross-case analysis revealed recurring themes shared by many of the students. Results suggest students' value beliefs and self-efficacy for reading and writing activities is different in home and school environments. Students use home literacy activities to cope with stress in their lives and to imagine attainment of their goals. Adults, especially parents and teachers, play an active role in developing students' value beliefs for and participation in literacy activities. In school, students are primarily motivated by extrinsic factors related to earning good grades for future college and career plans. However, when students are granted some choice in their reading and writing activities at school, they are more intrinsically motivated to tackle challenging tasks.