Advancing writing motivation measurement, research and pedagogy

Latif, Muhammad M. M. Abdel

doi:10.4324/9781003013976-6

Cited by 4 publications

(17 citation statements)

References 1 publication

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“…As stated by Troia et al (2022), “Heterogeneous writing profiles have implications for educational practice in that they indicate the need for teachers and educational specialists to design and implement instructional practices and interventions that match the unique writing capabilities and needs of their students” (p. 10). Overall, our study highlights the relevance of teachers adding motivation-enhancing practices to their instructional repertoires for teaching writing (Bruning & Horn, 2000; Camacho, 2021a; Camacho, Alves, De Smedt, et al, 2021; Camacho et al, 2022, 2023; De Smedt, 2019; Latif, 2020). These practices may be especially uplifting for students who fit into a less adaptive writing motivation profile characterized by a fixed mindset and performance-oriented goals, which was associated with slightly lower text quality and writing grades.…”

Section: Discussionmentioning

confidence: 72%

Writing Motivation Profiles and Their Association With Writing Performance

Camacho

Smedt

Maio

et al. 2023

Topics in Language Disorders

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Prior research has consistently shown that motivation is a catalyst for students' writing performance, with important implications for writing instruction. However, this body of research has mainly relied on a variable-centered approach that does not acknowledge the similarities and differences between and within groups of students. In the current study, we sought to address this research gap by examining the association between different motivational profiles and writing performance using a person-centered approach. Accordingly, we aimed to (a) identify different motivational profiles in writing, based on students' implicit theories and achievement goals, and (b) examine whether students in different profiles varied in writing performance. To this end, we sampled 212 Portuguese sixth-grade students (M = 11.11 years, SD = 0.56) and collected motivational and writing performance measures at a single time point. Cluster analyses revealed two distinct writing motivation profiles: one profile reflected students with a growth mindset who were less oriented toward performance-approach and performance-avoidance goals, and another profile represented students with a fixed mindset who were more oriented toward performance-approach and performance-avoidance goals. Subsequent analyses indicated that one profile could be considered as more adaptive than the other. Specifically, students in the growth mindset and less performance-oriented profile wrote opinion texts with better quality and earned higher writing grades than students in the fixed mindset and more performance-oriented profile. Overall, these findings suggest that teachers should add motivation-enhancing practices to writing instruction and tailor their teaching practices according to students' unique motivational profiles.

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Section: Discussionmentioning

confidence: 72%

Writing Motivation Profiles and Their Association With Writing Performance

Camacho

Smedt

Maio

et al. 2023

Topics in Language Disorders

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“…Interviewed teachers reflected on the role of choice as more than merely a motivating factor (Latif, 2020) but as a civic right. The pursuit of a topic of personal interest or concern was one way the project promoted civic engagement, stimulating student thinking around the question “what do you care about?” (Janice) and supporting students to “have a voice” (Sean).…”

Section: Resultsmentioning

confidence: 99%

“I Don’t Think Kids Nowadays Feel Like They Have a Lot of Power”: Exploring Teacher Civic Commitments in a National Online Letter Writing Project

Gargroetzi

Garcia

2022

Journal of Teacher Education

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This study investigates teacher participation in a national online youth civic letter writing project through the lens of teacher civic commitments. Drawing on in-depth interviews and survey data from teachers who participated in the Letters to the Next President 2.0 project, civic commitments are articulated through civic beliefs, learning goals, instructional enactments, and geopolitical context. With a generic shared belief in “youth voice,” teachers enacted the civic letter writing project through instructional activities that included (a) choice of topic, (b) publication, (c) reading letters from other youth, (d) research, (e) peer dialogue, and (f) connections beyond the Letters project. While beliefs appeared widely shared, divergence in learning goals and enactments led to distinct learning opportunities for students. With minimal research exploring the role of teachers in student civics learning, this study provides new insights to guide teacher preparation and ongoing teacher development in the realm of civics education.

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“…As such, they can also be assumed to require considerable motivation on the part of the students, not least with respect to their confidence in their ability to successfully complete such tasks (i.e., their self-efficacy beliefs; Bandura, 1997 ). However, although writing self-efficacy has been a productive line of writing motivation research for several decades (for reviews, see Klassen, 2002 ; Bruning and Kauffman, 2016 ; Abdel Latif, 2021 ), no prior writing self-efficacy measure has been created that targets this specific writing task ( Abdel Latif, 2021 ). We therefore created a process-focused, task-specific writing self-efficacy measure focused on the process of integrating information across multiple sources when completing the task of composing an academic text.…”

Section: Introductionmentioning

confidence: 99%

“…We therefore created a process-focused, task-specific writing self-efficacy measure focused on the process of integrating information across multiple sources when completing the task of composing an academic text. In the current study, we performed a preliminary validation of this measure, analyzing the structure of the scores in addition to relationships between these scores and a range of variables considered relevant based on theories of writing ( Hayes, 1996 ; MacArthur and Graham, 2016 ; McNamara and Allen, 2018 ) and prior research on writing motivation ( Abdel Latif, 2021 ). Before we further specify the research questions that guided our study, we briefly discuss the role of motivation within theories of writing, conceptualizations and relevant research on multiple-source based writing, and prior research on writing self-efficacy and its measurement.…”

Section: Introductionmentioning

confidence: 99%

“…Hayes (1996) did not specify how writers’ motivation could be assumed to draw upon and be influenced by environmental and cognitive factors, however. Other relevant individual difference factors, such as gender and language background ( Abdel Latif, 2021 ), were also not considered in relation to motivation within this theoretical framework.…”

Section: Introductionmentioning

confidence: 99%

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Measuring multiple-source based academic writing self-efficacy

et al. 2023

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Although writing self-efficacy has been a productive line of research for several decades, no prior writing self-efficacy measure has focused on students’ self-efficacy for integrating information across multiple sources when producing an academic text. To fill this gap in existing research on the measurement of writing motivation, we designed a measure targeting the extent to which students are confident that they can write an academic text that integrates content from several different sources. In a study with Norwegian undergraduate students (n = 136), this measure, which we called the Multiple-Source based Academic Self-Efficacy Scale (MAWSES), was validated by means of confirmatory factor analysis and relationships between the resulting unitary construct and other relevant constructs. The findings provided evidence concerning the reliability and validity of the MAWSES. In future research, this measure could be included as an independent variable to predict processes and products of multiple-source based, integrated academic writing, as a moderator or mediator of effects in writing intervention research, or as an outcome variable in its own right.

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Advancing writing motivation measurement, research and pedagogy

Cited by 4 publications

References 1 publication

Writing Motivation Profiles and Their Association With Writing Performance

Writing Motivation Profiles and Their Association With Writing Performance

“I Don’t Think Kids Nowadays Feel Like They Have a Lot of Power”: Exploring Teacher Civic Commitments in a National Online Letter Writing Project

Measuring multiple-source based academic writing self-efficacy

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