Writing Motivations and MetaCognitive Knowledges of Students Who are Deaf and Hard of Hearing (고등부 청각장애 학생의 쓰기 동기에 따른 쓰기 초인지 지식 특성)

Youngwook  Kim (김영욱); 한효정; 김호정

Writing Motivations and MetaCognitive Knowledges of Students Who are Deaf and Hard of Hearing

Journal of Special Education: Theory and Practice
Abbr : JSPED
2009, 10(4), pp.361-376
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

Youngwook Kim ¹, 한효정 ¹, 김호정 ¹

¹단국대학교

Accredited

ABSTRACT

The purpose of this study was to investigate relations of writing motivations and metacognitive knowledges and to the differencies of metacognitive knowledges depending on the writing motivaions in 15 deaf and hard of hearing students. Writing motivations were subcategoized by the writing self-effecacy, cooperative interaction, competitive reward, and writing interst. Metacognitive knoweldeges of writng were subcategorized by the planning, wiring, and revision. Bivariate correlation and Mann-Whitney U test had been used. The results were as follows. Firstly, The correlations between writing motivation and metacognitive knowledges were significant. Secondely, Threr were significant differnces between upper motivative group and lower motivative group in the planning and revision depedning on writing efficacy, interests. The finding indicated that to improve writing performance of deaf and hearing impaired students, teachers should consider the writing motivation with the knolwedge of wiiting process.

KEYWORDS

deaf and hard of hearing, writing motivation, metacognitve knowledge of writing

Citation status

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