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Cognitive and motivational challenges in writing : studying the relation with writing performance across students' gender and achievement level

Fien De Smedt UGent, Emmelien Merchie UGent, Mariska Barendse UGent, Yves Rosseel UGent, Jessie De Naeghel and Hilde Van Keer UGent (2017) READING RESEARCH QUARTERLY .
abstract
In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing performance. Additionally, previous research has revealed gender and achievement-level differences in elementary students' writing. In view of providing effective writing instruction for all students to overcome writing difficulties, the present study provides more in-depth insight into (a) how cognitive and motivational challenges mediate and correlate with students' writing performance and (b) whether and how these relations vary for boys and girls and for writers of different achievement levels. In the present study, 1,577 fifth- and sixth-grade students completed questionnaires regarding their writing self-efficacy, writing motivation, and writing strategies. In addition, half of the students completed two writing tests, respectively focusing on the informational or narrative text genre. Based on multiple group structural equation modeling (MG-SEM), we put forward two models: a MG-SEM model for boys and girls and a MG-SEM model for low, average, and high achievers. The results underline the importance of studying writing models for different groups of students in order to gain more refined insight into the complex interplay between motivational and cognitive challenges related to students' writing performance.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
in press
journal title
READING RESEARCH QUARTERLY
publisher
Wiley-Blackwell
ISSN
0034-0553
DOI
10.1002/rrq.193
language
English
UGent publication?
yes
classification
A1
id
8526166
handle
http://hdl.handle.net/1854/LU-8526166
date created
2017-07-03 07:48:58
date last changed
2017-07-05 07:18:52
@article{8526166,
  abstract     = {In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing performance. Additionally, previous research has revealed gender and achievement-level differences in elementary students' writing. In view of providing effective writing instruction for all students to overcome writing difficulties, the present study provides more in-depth insight into (a) how cognitive and motivational challenges mediate and correlate with students' writing performance and (b) whether and how these relations vary for boys and girls and for writers of different achievement levels. In the present study, 1,577 fifth- and sixth-grade students completed questionnaires regarding their writing self-efficacy, writing motivation, and writing strategies. In addition, half of the students completed two writing tests, respectively focusing on the informational or narrative text genre. Based on multiple group structural equation modeling (MG-SEM), we put forward two models: a MG-SEM model for boys and girls and a MG-SEM model for low, average, and high achievers. The results underline the importance of studying writing models for different groups of students in order to gain more refined insight into the complex interplay between motivational and cognitive challenges related to students' writing performance.},
  author       = {De Smedt, Fien and Merchie, Emmelien and Barendse, Mariska and Rosseel, Yves and De Naeghel, Jessie and Van Keer, Hilde},
  issn         = {0034-0553},
  journal      = {READING RESEARCH QUARTERLY },
  language     = {eng},
  publisher    = {Wiley-Blackwell},
  title        = {Cognitive and motivational challenges in writing : studying the relation with writing performance across students' gender and achievement level},
  url          = {http://dx.doi.org/10.1002/rrq.193},
  year         = {2017},
}

Chicago
De Smedt, Fien, Emmelien Merchie, Mariska Barendse, Yves Rosseel, Jessie De Naeghel, and Hilde Van Keer. 2017. “Cognitive and Motivational Challenges in Writing : Studying the Relation with Writing Performance Across Students’ Gender and Achievement Level.” Reading Research Quarterly .
APA
De Smedt, Fien, Merchie, E., Barendse, M., Rosseel, Y., De Naeghel, J., & Van Keer, H. (2017). Cognitive and motivational challenges in writing : studying the relation with writing performance across students’ gender and achievement level. READING RESEARCH QUARTERLY .
Vancouver
1.
De Smedt F, Merchie E, Barendse M, Rosseel Y, De Naeghel J, Van Keer H. Cognitive and motivational challenges in writing : studying the relation with writing performance across students’ gender and achievement level. READING RESEARCH QUARTERLY . Wiley-Blackwell; 2017;
MLA
De Smedt, Fien, Emmelien Merchie, Mariska Barendse, et al. “Cognitive and Motivational Challenges in Writing : Studying the Relation with Writing Performance Across Students’ Gender and Achievement Level.” READING RESEARCH QUARTERLY (2017): n. pag. Print.