Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study
- Author
- Ana Camacho, Rui A. Alves, Fien De Smedt (UGent) , Hilde Van Keer (UGent) and Pietro Boscolo
- Organization
- Abstract
- Background Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance. Aims We aimed to: (1) examine structural relations among two motivational variables (i.e., self-efficacy and attitudes), a behavioural variable (i.e., writing frequency), and writing performance; and (2) inspect whether these relations varied across two text genres (i.e., narrative and opinion texts) and across two educational levels (i.e., students in grades 5-6 and grades 7-8). Sample Six hundred and five students from grades 5-8 participated in this study. Methods Students completed self-report scales and wrote narrative and opinion texts. We conducted multiple-group structural equation modeling to analyse the data. Results Regarding narrative texts, digital writing frequency was significantly associated with text quality for students in grades 7-8, but this relation was not significant in students from grades 5-6. Both attitudes and self-efficacy for self-regulation made a direct contribution to narrative text quality across educational levels. In addition, attitudes were associated with both literary and digital writing frequency across educational levels. Concerning opinion texts, no significant differences emerged in terms of educational level. Attitudes contributed to both literary and digital writing frequency as well as to opinion text quality across educational levels. Conclusions This study underlines the fundamental contribution of motivational variables to students' writing performance. Accordingly, teachers need to adopt motivation-enhancing practices in writing instruction across grade levels.
- Keywords
- Education, Developmental and Educational Psychology, writing, motivation, self-efficacy, attitudes, text quality, literacy
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8711618
- MLA
- Camacho, Ana, et al. “Relations among Motivation, Behaviour, and Performance in Writing : A Multiple‐group Structural Equation Modeling Study.” BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 91, no. 4, 2021, pp. 1456–80, doi:10.1111/bjep.12430.
- APA
- Camacho, A., Alves, R. A., De Smedt, F., Van Keer, H., & Boscolo, P. (2021). Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 91(4), 1456–1480. https://doi.org/10.1111/bjep.12430
- Chicago author-date
- Camacho, Ana, Rui A. Alves, Fien De Smedt, Hilde Van Keer, and Pietro Boscolo. 2021. “Relations among Motivation, Behaviour, and Performance in Writing : A Multiple‐group Structural Equation Modeling Study.” BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 91 (4): 1456–80. https://doi.org/10.1111/bjep.12430.
- Chicago author-date (all authors)
- Camacho, Ana, Rui A. Alves, Fien De Smedt, Hilde Van Keer, and Pietro Boscolo. 2021. “Relations among Motivation, Behaviour, and Performance in Writing : A Multiple‐group Structural Equation Modeling Study.” BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 91 (4): 1456–1480. doi:10.1111/bjep.12430.
- Vancouver
- 1.Camacho A, Alves RA, De Smedt F, Van Keer H, Boscolo P. Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2021;91(4):1456–80.
- IEEE
- [1]A. Camacho, R. A. Alves, F. De Smedt, H. Van Keer, and P. Boscolo, “Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study,” BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 91, no. 4, pp. 1456–1480, 2021.
@article{8711618, abstract = {{Background Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance. Aims We aimed to: (1) examine structural relations among two motivational variables (i.e., self-efficacy and attitudes), a behavioural variable (i.e., writing frequency), and writing performance; and (2) inspect whether these relations varied across two text genres (i.e., narrative and opinion texts) and across two educational levels (i.e., students in grades 5-6 and grades 7-8). Sample Six hundred and five students from grades 5-8 participated in this study. Methods Students completed self-report scales and wrote narrative and opinion texts. We conducted multiple-group structural equation modeling to analyse the data. Results Regarding narrative texts, digital writing frequency was significantly associated with text quality for students in grades 7-8, but this relation was not significant in students from grades 5-6. Both attitudes and self-efficacy for self-regulation made a direct contribution to narrative text quality across educational levels. In addition, attitudes were associated with both literary and digital writing frequency across educational levels. Concerning opinion texts, no significant differences emerged in terms of educational level. Attitudes contributed to both literary and digital writing frequency as well as to opinion text quality across educational levels. Conclusions This study underlines the fundamental contribution of motivational variables to students' writing performance. Accordingly, teachers need to adopt motivation-enhancing practices in writing instruction across grade levels.}}, articleno = {{e12430}}, author = {{Camacho, Ana and Alves, Rui A. and De Smedt, Fien and Van Keer, Hilde and Boscolo, Pietro}}, issn = {{0007-0998}}, journal = {{BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY}}, keywords = {{Education,Developmental and Educational Psychology,writing,motivation,self-efficacy,attitudes,text quality,literacy}}, language = {{eng}}, number = {{4}}, pages = {{e12430:1456--e12430:1480}}, title = {{Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study}}, url = {{http://doi.org/10.1111/bjep.12430}}, volume = {{91}}, year = {{2021}}, }
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