Relations among motivation, behaviour, and performance in writing
A multiple‐group structural equation modeling study
Bibliographic Data
| ID | 9615047 |
|---|---|
| Authors | Ana Camacho (0000-0001-5328-966X, Faculty of Psychology and Education Sciences University of Porto Portugal, corresponding author), Rui A Alves (0000-0002-1657-8945, Faculty of Psychology and Education Sciences University of Porto Portugal), Fien De Smedt (0000-0003-2603-6688, Department of Educational Studies Ghent University Belgium), Hilde Van Keer (0000-0002-9819-4864, Department of Educational Studies Ghent University Belgium), Pietro Boscolo (Department of Developmental Psychology and Socialization University of Padova Italy) |
| Year | 2021 |
| Volume | 91 |
| Issue | 4 |
| Pages | 1456-1480 |
| Publication date | 2021-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12430 |
| PMID | 34096046 |
| OpenAlex | W3170709300 |
| Language | EN |
| Citations received | 7 |
| References cited | 60 |
BACKGROUND: Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance. AIMS: We aimed to: (1) examine structural relations among two motivational variables (i.e., self-efficacy and attitudes), a behavioural variable (i.e., writing frequency), and writing performance; and (2) inspect whether these relations varied across two text genres (i.e., narrative and opinion texts) and across two educational levels (i.e., students in grades 5-6 and grades 7-8). SAMPLE: Six hundred and five students from grades 5-8 participated in this study. METHODS: Students completed self-report scales and wrote narrative and opinion texts. We conducted multiple-group structural equation modeling to analyse the data. RESULTS: Regarding narrative texts, digital writing frequency was significantly associated with text quality for students in grades 7-8, but this relation was not significant in students from grades 5-6. Both attitudes and self-efficacy for self-regulation made a direct contribution to narrative text quality across educational levels. In addition, attitudes were associated with both literary and digital writing frequency across educational levels. Concerning opinion texts, no significant differences emerged in terms of educational level. Attitudes contributed to both literary and digital writing frequency as well as to opinion text quality across educational levels. CONCLUSIONS: This study underlines the fundamental contribution of motivational variables to students' writing performance. Accordingly, teachers need to adopt motivation-enhancing practices in writing instruction across grade levels
Epistemology · Linguistics · Mathematics education · Narrative · Quality (philosophy) · Relation (database) · Sample (material) · Structural equation modeling · Computer Science · Literacy, Media, and Education · Psychology · Reading and Literacy Development · Social Psychology · Writing and Handwriting Education
The different nature of the relationship between writing motivation and argumentative text quality among Hebrew-speaking children in grades 4 and 6
The relationship between spelling ability, motivation and self-efficacy
Writing performance in primary grade
Effects of different lengths of planning time on L2 writing performance and their relationships with writing self-efficacy
Modeling AI-assisted writing
Regulate Yourself, Improve Your Writing
Integrating computational thinking into problem-based learning in EAP writing
Examining dimensions of self-efficacy for writing.
A Revised Writer(s)-Within-Community Model of Writing
Developing Motivation to Write
Scaled test statistics and robust standard errors for non‐normal data in covariance structure analysis
Self-Efficacy Beliefs, Motivation, and Achievement in Writing
A meta-analysis of writing instruction for students in the elementary grades.
The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension
Lavaan.survey
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Cutoff criteria for fit indexes in covariance structure analysis
Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results
A Scaled Difference Chi-Square Test Statistic for Moment Structure Analysis
Effect of digital writing instruction with tablets on primary school students’ writing performance and writing knowledge
Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students
Empirical Properties of a Scale to Assess Writing Self-Efficacy in School Contexts
Response Format in Writing Self-Efficacy Assessment
Complex Sample Data in Structural Equation Modeling
Three Likelihood-Based Methods for Mean and Covariance Structure Analysis with Nonnormal Missing Data
Asymptotic Confidence Intervals for Indirect Effects in Structural Equation Models
Self-efficacy mechanism in human agency
Changing How Writing Is Taught
Principles and Practice of Structural Equation Modeling
Language-related values, reading amount, and reading comprehension in students with migration backgrounds
Structural relations of language and cognitive skills, and topic knowledge to written composition
Examining the multidimensional role of self-efficacy for writing on student writing self-regulation and grades in elementary and high school
Alternative Ways of Assessing Model Fit
| Unique citing works | 7 |
|---|---|
| Citations per year | 3,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |