No abstract

Our goal in this study is to expand the limited research on writer profiles using the advantageous model-based approach of latent profile analysis and independent tasks to evaluate aspects of individual knowledge, motivation, and cognitive processes that align with Hayes’ (1996) writing framework, which has received empirical support. We address three research questions. First, what latent profiles are observed for late elementary writers using measures aligned with an empirically validated model of writing? Second, do student sociodemographic characteristics—namely grade, gender, English learner status, and special education status—influence latent profile membership? Third, how does student performance on narrative, opinion, and informative writing tasks, determined by quality of writing, vary by latent profiles? A five-profile model had the best fit statistics and classified student writers as Globally Weak, At Risk, Average Motivated, Average Unmotivated, and Globally Proficient. Overall, fifth graders, female students, students without disabilities, and native English speakers had greater odds of being in the Globally Proficient group of writers. For all three genres, other latent profiles were significantly inversely related to the average quality of papers written by students who were classified as Globally Proficient; however, the Globally Weak and At Risk writers were not significantly different in their writing quality, and the Average Motivated and Average Unmotivated writers did not significantly differ from each other with respect to quality. These findings indicate upper elementary students exhibit distinct patterns of writing-related strengths and weaknesses that necessitate comprehensive yet differentiated instruction to address skills, knowledge, and motivation to yield desirable outcomes.

Student motivation to write is a pivotal factor influencing their writing achievement. However, individual motivation to write is not independent of the learning environment. It also is crucial for teachers to develop their own efficacy, knowledge, and ability in writing and writing instruction to help them utilize effective instructional methods that stimulate students' motivation to write and further promote their writing achievement. Given these considerations, we utilized a two-level hierarchical linear model to examine the relationships among student motivation, teacher personal and professional traits, teacher writing instruction, and writing achievement at student and teacher levels. Our analysis of the dataset, which included 346 fourth and fifth graders nested within 41 classrooms, found that motivation had a positive predictive effect on writing ability at both student and teacher levels. Moreover, female students, fifth graders, and typically achieving students demonstrated higher writing achievement than their counterparts. While there were no significant effects of teacher efficacy, knowledge, ability, or professional development on student writing achievement, we observed that higher frequency of classroom management practices during writing instruction had a significant negative effect on student writing achievement. Our full model revealed that the relationship between student motivation and achievement was negatively moderated by teachers' increased use of instructional practices related to process features and using writing instruction materials, but positively moderated by increased use of varied teaching tactics. Overall, our findings emphasize the importance of contextual factors in understanding the complexity of student writing achievement and draw attention to the need for effective instructional practices to support students' writing development.