Many secondary students struggle with writing, both in terms of skill and confidence. This qualitative case study follows six students who have a history of struggling in English Language Arts class as they undergo a tutoring intervention based on the writing center model of peer tutoring. Students were observed in seven writing sessions which took place at multiple stages of the writing process and with informational, narrative, and analytical writing assignments. Through interview and observation, the researcher examines how students’ self-efficacy and motivation shift over the course of the intervention. Students who began with low self-efficacy and low motivation were shown to have increased in both components through the tutoring process; students with high self-efficacy and low motivation did not experience the same positive impact.
","abstract_html":"<p>Many secondary students struggle with writing, both in terms of skill and confidence. This qualitative case study follows six students who have a history of struggling in English Language Arts class as they undergo a tutoring intervention based on the writing center model of peer tutoring. Students were observed in seven writing sessions which took place at multiple stages of the writing process and with informational, narrative, and analytical writing assignments. Through interview and observation, the researcher examines how students’ self-efficacy and motivation shift over the course of the intervention. Students who began with low self-efficacy and low motivation were shown to have increased in both components through the tutoring process; students with high self-efficacy and low motivation did not experience the same positive impact.</p>","abstract_has_math":false,"creators":["Peterson, Laura"],"institution":null,"degree_name":"Doctor of Education in Secondary Education - English (Ed.D)","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Darren Crovitz","Michelle Devereaux","Rob Montgomery"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12-14T08:00:00Z","date_published":"2023-12-14T08:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["writing center","writing","self-efficacy","motivation","peer tutoring","Language and Literacy Education","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/eddsmge/17","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Darren Crovitz","Michelle Devereaux","Rob Montgomery"]},{"key":"dc:creator","label":"Author","values":["Peterson, Laura"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-11-30T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Secondary Education - English (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["writing center","writing","self-efficacy","motivation","peer tutoring","Language and Literacy Education","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/eddsmge/17"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Many secondary students struggle with writing, both in terms of skill and confidence. This qualitative case study follows six students who have a history of struggling in English Language Arts class as they undergo a tutoring intervention based on the writing center model of peer tutoring. Students were observed in seven writing sessions which took place at multiple stages of the writing process and with informational, narrative, and analytical writing assignments. Through interview and observation, the researcher examines how students’ self-efficacy and motivation shift over the course of the intervention. Students who began with low self-efficacy and low motivation were shown to have increased in both components through the tutoring process; students with high self-efficacy and low motivation did not experience the same positive impact.
"]},{"key":"dc:title","label":"Title","values":["How Participation in a Peer-Led Writing Center Impacts Struggling Students’ Self-Efficacy and Motivation"]}]}],"canonical_facts":{"dc:contributor":["Darren Crovitz","Michelle Devereaux","Rob Montgomery"],"dc:creator":["Peterson, Laura"],"dc:date.available":["2023-11-30T08:00:00Z"],"dc:description.abstract":["Many secondary students struggle with writing, both in terms of skill and confidence. This qualitative case study follows six students who have a history of struggling in English Language Arts class as they undergo a tutoring intervention based on the writing center model of peer tutoring. Students were observed in seven writing sessions which took place at multiple stages of the writing process and with informational, narrative, and analytical writing assignments. Through interview and observation, the researcher examines how students’ self-efficacy and motivation shift over the course of the intervention. Students who began with low self-efficacy and low motivation were shown to have increased in both components through the tutoring process; students with high self-efficacy and low motivation did not experience the same positive impact.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/eddsmge/17"],"dc:subject":["writing center","writing","self-efficacy","motivation","peer tutoring","Language and Literacy Education","Secondary Education"],"dc:title":["How Participation in a Peer-Led Writing Center Impacts Struggling Students’ Self-Efficacy and Motivation"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Secondary Education - English (Ed.D)"]},"updated_at":"2026-07-24T02:44:06Z"}