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Relations among motivation, behaviour, and performance in writing: A multiple-group structural equation modeling
Ana Camacho1,2, Rui A Alves1, Fien De Smedt3
1Faculty of Psychology and Education Sciences, University of Porto, Portugal.
The British Journal of Educational Psychology
|June 7, 2021
Summary
Student writing frequency impacts writing performance, especially for older students writing digital narrative texts. Motivation, including self-efficacy and attitudes, is key for improving writing skills across genres and grade levels.
Area of Science:
- Educational Psychology
- Writing Studies
- Human-Computer Interaction
Background:
- Student writing is challenging, with motivation being a key factor in performance.
- The role of writing frequency in student motivation and performance remains under-researched.
Purpose of the Study:
- To examine the relationships between self-efficacy, attitudes, writing frequency, and writing performance.
- To investigate if these relationships differ across narrative and opinion genres and across grades 5-8.
Main Methods:
- Structural equation modeling was used to analyze data from 605 students in grades 5-8.
- Students completed self-report scales and produced narrative and opinion texts.
Main Results:
- Digital writing frequency positively correlated with narrative text quality in older students (grades 7-8).
- Attitudes and self-efficacy for self-regulation directly impacted narrative text quality across all grades.
- Attitudes were linked to both literary and digital writing frequency and opinion text quality.
Conclusions:
- Motivational variables significantly contribute to students' writing performance.
- Teachers should implement motivation-enhancing strategies in writing instruction for all grade levels.
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