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The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers
Graham, Steve Kiuhara, Sharlene Harris, Karen Fishman, Evan J.
Graham, Steve
Kiuhara, Sharlene
Harris, Karen
Fishman, Evan J.
Abstract
Our study tested whether learning is shaped by funda-mental cognitive and motivational forces in the academic domain of writing. We examined whether strategic writ-ing behavior and motivation (attitudes toward writing and self-efficacy) made a statistically significant and unique contribution to the prediction of writing quality and num-ber of words written, after controlling for variance due to other components and gender. Overall, 227 fourth-grade students (120 girls, 107 boys) wrote a personal narrative story and completed instruments examining their stra-tegic writing behavior and motivation. Strategic writing behavior and motivational measures accounted for sta-tistically significant and unique variance in predicting writing quality. This was also the case for the motiva-tion variables when number of words was the writing performance measure. These findings provided support for the model of domain learning as applied to writing. Both cognitive and motivational variables made separate and unique contributions to predicting the writing per-formance of young, developing writers.
Keywords
Date
2017
Type
Journal article
Journal
The Elementary School Journal
Book
Volume
118
Issue
1
Page Range
82-104
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
Source URL
Event URL
Open Access Status
License
File Access
Controlled