The role of autonomy-support versus control in the emergent writing behaviors of African-American kindergarten children

This study examined children's intrinsic motivation during an emergent lett er writing task in both controlling and autonomy-supportive adult-child int eractions. Using a repeated measures design, 20 African-American kindergart ners from a predominately low-income elementary school were randomly assign ed to experience either the autonomy-supportive followed by the controlling interaction or the controlling followed by the autonomy-supportive interac tion. Using videotapes of the interactions, children's motivation was coded according to categories based on Harter's (1981, 1982) Scale of Intrinsic- Extrinsic Orientation in the Classroom and Perceived Competence Scale for C hildren. Childrens' letters were assessed using categories based on Sulzby' s (1990) Forms of Writing and Rereading Checklist. Results revealed that th e autonomy-supportive versus controlling context of the task and the order of the interactions influenced children's motivation. Childrens' use of eme rgent literacy was also influenced by the context of the interaction. Impli cations for literacy learning and teaching are discussed.