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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

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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.

Keywords:
attitudesliteracymotivationself-efficacytext qualitywriting

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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.