Relations Between Writing Motivation and Achievement of Elementary-Aged Students
Bibliographic Data
| ID | 21347232 |
|---|---|
| Authors | Melissa S Martin (0000-0002-9886-4856, University of South Carolina Aiken, Aiken, SC, USA, corresponding author), Sherry Mee Bell (0000-0003-0994-8044, University of Tennessee Knoxville, Knoxville, TN, USA) |
| Year | 2024 |
| Volume | 204 |
| Issue | 1 |
| Pages | 190-202 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-0574 • E-ISSN: 2515-5741 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00220574221112630 |
| OpenAlex | W4285019549 |
| Language | EN |
| Citations received | 1 |
| References cited | 17 |
The purpose of this study was to examine the relations between writing self-efficacy and writing achievement of elementary students (aged 9-11). Participants ( N = 61) completed measures of writing motivation and achievement. Results indicate a significant positive correlation between narrative writing self-efficacy and writing achievement ( p
Academic achievement · Art · Literature · Mathematics education · Narrative · Relation (database) · Self-efficacy · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Social Psychology · Writing and Handwriting Education
The Development of the Concepts of Effort and Ability, Perception of Academic Attainment, and the Understanding That Difficult Tasks Require More Ability
Developing Motivation to Write
Self-Efficacy Beliefs, Motivation, and Achievement in Writing
Self-Efficacy
Empirical Properties of a Scale to Assess Writing Self-Efficacy in School Contexts
Response Format in Writing Self-Efficacy Assessment
Educational Research
A power primer
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |