2018
DOI: 10.1111/1467-9817.12245
|View full text |Cite
|
Sign up to set email alerts
|

Do writing motivational beliefs predict middle school students' writing performance?

Abstract: Individual differences in motivational beliefs, such as writing efficacy and attitudes toward writing in different contexts (academic, recreational, print or digital), are hypothesised to account for variability in writing performance. This study tested this proposition with 185 middle school students (58% were male), examining if writing self‐efficacy and attitudes toward writing made a statistically significant and unique contribution to predicting performance on a norm‐referenced writing measure, after vari… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
5

Citation Types

3
34
0
4

Year Published

2018
2018
2024
2024

Publication Types

Select...
6

Relationship

0
6

Authors

Journals

citations
Cited by 35 publications
(41 citation statements)
references
References 17 publications
(36 reference statements)
3
34
0
4
Order By: Relevance
“…What was most striking to me in my review of these thought‐provoking articles was the wholly positive view of literacy engagement and of engaged readers and writers being conveyed. Whether the authors were describing engagement at the level of student (Graham, Daley, Aitken, Harris, & Robinson, ), classroom (Rosenzweig, ), schools (Kennedy, ) or the nation (Ho & Lau, ), such a consistently positive portrayal is nothing short of ideal. Specifically, engaged readers and writers were described as strategic, motivated, socially active and knowledgeable (Graham et al, ; Ng & Graham, this issue).…”
Section: Engagement and Literacy: Reading Between The Linesmentioning
confidence: 99%
See 4 more Smart Citations
“…What was most striking to me in my review of these thought‐provoking articles was the wholly positive view of literacy engagement and of engaged readers and writers being conveyed. Whether the authors were describing engagement at the level of student (Graham, Daley, Aitken, Harris, & Robinson, ), classroom (Rosenzweig, ), schools (Kennedy, ) or the nation (Ho & Lau, ), such a consistently positive portrayal is nothing short of ideal. Specifically, engaged readers and writers were described as strategic, motivated, socially active and knowledgeable (Graham et al, ; Ng & Graham, this issue).…”
Section: Engagement and Literacy: Reading Between The Linesmentioning
confidence: 99%
“…Whether the authors were describing engagement at the level of student (Graham, Daley, Aitken, Harris, & Robinson, ), classroom (Rosenzweig, ), schools (Kennedy, ) or the nation (Ho & Lau, ), such a consistently positive portrayal is nothing short of ideal. Specifically, engaged readers and writers were described as strategic, motivated, socially active and knowledgeable (Graham et al, ; Ng & Graham, this issue). They are also cast as self‐efficacious, better readers and writers, persistent, effortful and self‐regulatory (Rosenzweig et al, ).…”
Section: Engagement and Literacy: Reading Between The Linesmentioning
confidence: 99%
See 3 more Smart Citations