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Teachers' goals for teaching writing to economically disadvantaged students: relations with beliefs and writing instruction.

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Title: Teachers' goals for teaching writing to economically disadvantaged students: relations with beliefs and writing instruction.
Authors: Ng, Clarence1 (AUTHOR) clarence.ng@acu.edu.au, Graham, Steve2 (AUTHOR) steve.graham@asu.edu
Source: Reading & Writing. Jan2026, Vol. 39 Issue 1, p1-28. 28p.
Subject Terms: *Low-income students, *Goal (Psychology), *Socioeconomic status, *Education research, *Writing education, *Teacher attitudes
Abstract: This study examines how writing is taught to students from low socioeconomic status (LSES) backgrounds, considering the issue of writing underperformance of these students. A total of 241 Australian teachers from Grades 4 to 6 completed a survey questionnaire. Using an achievement goal perspective, structural equation analyses revealed the link between teachers' beliefs about students' cognitive attributes and the suitability of basic writing instruction, with their teaching goals and the frequency of teaching writing skills. Cluster analyses identified three distinct groups of teachers with differing goal profiles, beliefs, and writing instructional practices. The findings highlight the importance of mastery goals in teaching writing to LSES students. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teachers' goals for teaching writing to economically disadvantaged students: relations with beliefs and writing instruction.
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  Data: *<searchLink fieldCode="DE" term="%22Low-income+students%22">Low-income students</searchLink><br />*<searchLink fieldCode="DE" term="%22Goal+%28Psychology%29%22">Goal (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink>
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  Data: This study examines how writing is taught to students from low socioeconomic status (LSES) backgrounds, considering the issue of writing underperformance of these students. A total of 241 Australian teachers from Grades 4 to 6 completed a survey questionnaire. Using an achievement goal perspective, structural equation analyses revealed the link between teachers' beliefs about students' cognitive attributes and the suitability of basic writing instruction, with their teaching goals and the frequency of teaching writing skills. Cluster analyses identified three distinct groups of teachers with differing goal profiles, beliefs, and writing instructional practices. The findings highlight the importance of mastery goals in teaching writing to LSES students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11145-025-10631-1
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        Text: English
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      – SubjectFull: Socioeconomic status
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              Text: Jan2026
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