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Do writing motivational beliefs predict middle school students' writing performance?
Graham, Steve Daley, Samantha G. Aitken, Angelique Harris, Karen Robinson, Kristin
Graham, Steve
Daley, Samantha G.
Aitken, Angelique
Harris, Karen
Robinson, Kristin
Abstract
Individual differences in motivational beliefs, such as writing efficacy and attitudes toward writing in different contexts (academic, recreational, print or digital), are hypothesised to account for variability in writing performance. This study tested this proposition with 185 middle school students (58% were male), examining if writing self‐efficacy and attitudes toward writing made a statistically significant and unique contribution to predicting performance on a norm‐referenced writing measure, after variance related to gender, free/reduced lunch status, student's first language, disability status, reading self‐efficacy and attitudes toward reading were first controlled. Collectively, writing attitudes and self‐efficacy accounted for statistically significant and unique variance in writing scores after the other variables were controlled, providing support for the theoretical proposition that writing motivational beliefs are important ingredients in middle school students' writing.
Keywords
Date
2018
Type
Journal article
Journal
Journal of Research in Reading
Book
Volume
41
Issue
4
Page Range
642-656
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
File Access
Controlled