Abstract

This study examined the impact of writing coaching interventions on students’ intrinsic motivation across two academic pathways: transfer and technical programs at a community and technical college. Using a pre–posttest design, students completed the AMS – College Version prior to and following participation in writing coaching. Overall intrinsic motivation was measured as a composite of three intrinsic subscales: motivation to know, motivation toward accomplishment, and motivation to experience stimulation. Paired samples analyses revealed differential effects by student population. Transfer students demonstrated a small, non-significant increase in intrinsic motivation following coaching, with no relationship between the number of coaching sessions and motivational gains. In contrast, technical students exhibited a statistically significant increase in intrinsic motivation, and coaching frequency was positively associated with motivation gains. Subscale analyses indicated that gains among technical students were driven primarily by increased intrinsic motivation toward accomplishment. These findings suggest writing coaching may be particularly effective in supporting motivational development among students in technical programs and highlight the importance of contextualized academic support models that emphasize competence, progress, and task completion. Implications for embedded coaching practices and future research on motivational outcomes in workforce-oriented programs are discussed.

Keywords: academic motivation, community college, technical programs, transfer programs, tutoring, writing coaching

How to Cite:

Hyman, S. T., Garrett, A. T., & LeFevre, K. (2026). Embedded tutoring’s impact on academic motivation in corequisite English. Journal of the National Organization for Student Success, 3(2), 26-58. https://doi.org/10.61617/jnoss.107