The relationship between middle and high school students' motivation to write, value of writing, writer self-beliefs, and writing outcomes

Wright, Katherine Landau; Hodges, Tracey S.; Enright, Esther; Abbott, Jadelyn

doi:10.17239/jowr-2021.12.03.03

Cited by 17 publications

(10 citation statements)

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“…Third, the measures of register knowledge and motivation used in this study were quite different from those used in prior investigations; hence, further research is needed to determine whether our measures are the best ones to account for unique variance in writing performance across different registers. Fourth, there was a possibility that the proportions of explained variance in different registers changed in relation to grade levels or gender as some previous studies have found (Pajares & Valiante, 2001; Wright et al, 2021). Lastly, our participants had less than 20 minutes to plan and compose their essays.…”

Section: Discussionmentioning

confidence: 96%

Writing Quality Predictive Modeling: Integrating Register-Related Factors

Wang,

Troia

2023

Written Communication

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The primary purpose of this study is to investigate the degree to which register knowledge, register-specific motivation, and diverse linguistic features are predictive of human judgment of writing quality in three registers—narrative, informative, and opinion. The secondary purpose is to compare the evaluation metrics of register-partitioned automated writing evaluation models in three conditions: (1) register-related factors alone, (2) linguistic features alone, and (3) the combination of these two. A total of 1006 essays ( n = 327, 342, and 337 for informative, narrative, and opinion, respectively) written by 92 fourth- and fifth-graders were examined. A series of hierarchical linear regression analyses controlling for the effects of demographics were conducted to select the most useful features to capture text quality, scored by humans, in the three registers. These features were in turn entered into automated writing evaluation predictive models with tuning of the parameters in a tenfold cross-validation procedure. The average validity coefficients (i.e., quadratic-weighed kappa, Pearson correlation r, standardized mean score difference, score deviation analysis) were computed. The results demonstrate that (1) diverse feature sets are utilized to predict quality in the three registers, and (2) the combination of register-related factors and linguistic features increases the accuracy and validity of all human and automated scoring models, especially for the registers of informative and opinion writing. The findings from this study suggest that students’ register knowledge and register-specific motivation add additional predictive information when evaluating writing quality across registers beyond that afforded by linguistic features of the paper itself, whether using human scoring or automated evaluation. These findings have practical implications for educational practitioners and scholars in that they can help strengthen consideration of register-specific writing skills and cognitive and motivational forces that are essential components of effective writing instruction and assessment.

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Section: Discussionmentioning

confidence: 96%

Writing Quality Predictive Modeling: Integrating Register-Related Factors

Wang,

Troia

2023

Written Communication

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“…Longer interventions, than this one of only five lessons, might be needed to improve students' self-efficacy in domain-specific writing. Future research could also include writing motivation, as it seems to correlate strongly with writing performance (Wright, Hodges, Enright, & Abbott, 2021).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Developing students’ writing in History: Effects of a teacher-designed domain-specific writing instruction

Drie

Driel

Weijen³

2021

Journal of Writing Research

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Writing in history places high demands on students and is a skill that requires explicit instruction. Therefore, teachers need to be able to teach this in an effective way. In this study, the writing-instruction was designed by a teacher, instead of researchers, as part of a professional development program in the Netherlands. The lessons combined writing and historical reasoning instruction, based on principles of effective writing instruction, including strategy-instruction, modeling, prewriting, and peer-interaction. The effects of these lessons were investigated in a small-scale pilot study, which consisted of a pre-test post-test quasi-experimental design, in which eighty-nine 11th grade students participated (39 in the treatment condition and 50 in the comparison condition). Dependent measures included text quality, writing process measures, students' knowledge of writing and their self-efficacy. Students in the treatment condition wrote longer and higher quality texts, spent more time writing, paused more while writing and their knowledge of writing was higher at post-test than for students in the comparison condition. No effects were found for selfefficacy. Furthermore, significant correlations were found between text quality and writing process measures, but not for knowledge of writing and self-efficacy. Overall, the effectiveness of this teacher-designed intervention seemed satisfactory, as it resulted in greater knowledge of writing and better-quality writing in his history classes.

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“…Much research has correlated motivation with EFL writing. Motivation has been extensively studied in relation to writing achievement [ 1 ], writing ability [ 2 ], L1 and L2 in- and out-of-school writing experiences [ 3 ], writing performance [ [4] , [5] , [6] ], success in L2 academic writing [ 7 ], writing proficiency [ 8 ], editing [ 9 ], and satisfaction and attitudes toward writing [ 10 ]. Prioritizing instructional methods that enhance the writing skills of students, all the while capitalizing on their intrinsic motivation for writing, is crucial, as it is an inherently gratifying and pleasurable endeavor.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Ref. [ 1 ] delved into the effects on students' writing performance of their motivation to write, perceptions of the importance of writing achievement, and self-confidence as writers. Concentrating on middle and high school classrooms, the study cross-referenced data from students' writing samples, writing test scores, and teacher-assessed writing achievements and study established a significant and robust correlation between middle and high school students' motivation to write and their writing accomplishments.…”

Section: Literature Reviewmentioning

confidence: 99%

“…One way to enhance students' writing skills is to promote their intrinsic motivation, through which they are internally pushed to produce more and write better. The existing research has extensively examined the issue of students' motivation in terms of their EFL writing performance, creativity, proficiency, engagement, achievement, and ability [ [1] , [2] , [3] , [4] , [5] , [6] , [7] , [8] , [9] , [10] ]. In addition, research has been conducted on which intrinsic factors motivate students to write better; however, these internal factors, such as allowing students to self-assign their writing topics, have not been explored with Arabic-speaking learners.…”

Section: Introductionmentioning

confidence: 99%

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Students' intrinsic motivation in EFL academic writing: Topic-based interest in focus

Alzubi,

Nazim

2024

Heliyon

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The relationship between middle and high school students' motivation to write, value of writing, writer self-beliefs, and writing outcomes

Cited by 17 publications

References 0 publications

Writing Quality Predictive Modeling: Integrating Register-Related Factors

Writing Quality Predictive Modeling: Integrating Register-Related Factors

Developing students’ writing in History: Effects of a teacher-designed domain-specific writing instruction

Students' intrinsic motivation in EFL academic writing: Topic-based interest in focus

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