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Writing motivation questionnaire : Validation and application as a formative assessment
Graham, Steve Harbaugh-Schattenkirk, Allen G. Aitken, Angelique Harris, Karen R. Ng, Clarence Ray, Amber Wilson, John M. Wdowin, Jeanne
Graham, Steve
Harbaugh-Schattenkirk, Allen G.
Aitken, Angelique
Harris, Karen R.
Ng, Clarence
Ray, Amber
Wilson, John M.
Wdowin, Jeanne
Abstract
This study evaluated the validity of a multi-dimensional measure of motives for writing. Based on an earlier instrument and theoretical conceptualisations of writing beliefs, we developed the Writing Motivation Questionnaire (WMQ). A sample of 2,186 fourth- (558 girls; 521 boys) and fifth-grade students (546 girls; 561 boys) completed 28 writing motivation items assessing seven motives for writing. Two of these motives addressed intrinsic reasons for writing (curiosity, involvement); three motives assessed extrinsic reasons (grades, competition, and social recognition); and two motives examined self-regulatory reasons (emotional regulation, relief from boredom). Confirmatory factor analyses supported the hypothesised structure of the WMQ, and each of the seven motives evidenced adequate reliability for research purposes. Measurement invariance was established for grades four and five students, girls and boys, White and non-White students, children receiving or not receiving free/reduced lunch, and students receiving or not receiving special education services. The WMQ predicted students’ writing performance.
Keywords
writing motivation, assessment, elementary grades
Date
2022
Type
Journal article
Journal
Assessment in Education: Principles, Policy & Practice
Book
Volume
29
Issue
2
Page Range
238-261
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled