| Summary: | 碩士 === 國立政治大學 === 教育研究所 === 95 === Low writing motivation and inferior composition quality has been a general phenomenon for current junior high students. In view of school as the main learning field, this research is to investigate how writing motivation and composition quality are related with cultural capital, peer interaction as well as writer’s internalized criteria, how the writing motivation is predicted by cultural capital, peer interaction as well as writer’s internalized criteria, and how the composition quality is predicted by cultural capital, peer interaction, writer’s internalized criteria and writing motivation.
There are 163 students of grade 8 joining in this research. Five self-reported questionnaires, which are “cultural capital scale”,“peer interaction scale”,“writer's internalized criteria scale”, “writing motivation scale” and “composition quality scale” , designed by the researcher, were utilized to measure each variable respectively. Factor analysis, Cronbach alpha, t-test, ANOVA, Pearson relation coefficient, canonical correlation analysis and multiple regression were conducted to validate the questionnaires and verify the hypotheses.
The results were as follows:
1. The more cultural capital, the higher the writing motivation were. However, cultural capital was not related with composition quality.
2. The junior high students, who interacted with classmates more frequently, have higher writing motivation and better composition quality.
3. The more important students identified the writing criteria, the better composition quality were.
4. When students owned higher writing motivation, their compositions also have better quality. Besides, when students have higher informational extrinsic motivation, their compositions were found more novel. However, neither of the intrinsic writing motivation nor controlling extrinsic motivation impacted the novel performance.
5. Both identified writing criteria and cultural capital were able to predict writing motivation significantly, the former variable is the most important one.
6. Composition quality was able to be explained by identified writing criteria, information extrinsic motivation and peer interaction significantly. Identified writing criteria is the most important variable among them.
Based on our results, several suggestions were raised for the practical application of teachers.
1. The campus should be generated as an abundant linguistic surroundings and the school should encourage students to utilize those resources more frequently. Besides, school should inspired students to participate the various activities so as to enrich the living experiences.
2. The writing community should be encouraged to establish for sake of share of learning experience. The discussion regarding living experiences among classmates should also be promoted.
3. To help the students mater the critical principles and standard in writing field.
4. To generate both intrinsic and informational extrinsic motivation for junior high students.
Keywords: cultural capital, peer interaction, writer's internalized criteria, writing motivation, composition quality
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