Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century

Camacho, Ana; Alves, Rui A.; Boscolo, Pietro

doi:10.1007/s10648-020-09530-4

Cited by 99 publications

(149 citation statements)

References 116 publications

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“…Given the multidimensional nature of motivation, researchers have proposed different theories of achievement motivation (e.g., self-determination theory, social cognitive theory, selftheories, expectancy-value theory). Despite this profusion of motivation-related theories, there is a consensus among researchers that academic motivation is associated with positive academic and health-related skills and outcomes, such as selfregulation, persistence, critical thinking, academic achievement, school completion, career success, psychological well-being, and physical health (e.g., Guay et al, 2008;Archambault et al, 2009;Lai, 2011;De Naeghel et al, 2012;Cerasoli et al, 2014;Kriegbaum et al, 2015;Lazowski and Hulleman, 2016;Yilmaz Soylu et al, 2017;Camacho et al, 2020).…”

Section: Academic Motivationmentioning

confidence: 99%

Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

et al. 2020

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The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents (nItaly = 173, nPortugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.

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Section: Academic Motivationmentioning

confidence: 99%

Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

et al. 2020

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“…Three, we controlled for attitude towards writing. Students' motivational beliefs such as attitude towards writing influence how much effort they apply and what actions they initiate (Ekholm et al, 2018;Graham, 2018a), affecting their fluency with handwriting and their writing performance (e.g., Camacho et al, 2021;Graham et al, 2018;Limpo, et al, 2020a). Four, we controlled for variance due to students' language background (i.e., Norwegian was students' first language, second language, or they were bilingual with Norwegian being one of the languages a child spoke).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Handwriting fluency and the quality of primary grade students’ writing

et al. 2021

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Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whether handwriting fluency made a statistically unique contribution to predicting primary grade students’ writing quality on a functional writing task, after variance due to attitude towards writing, students’ language background (L1, L2, bilingual), gender, grade, and nesting due to class and school were first controlled. Handwriting fluency accounted for a statistically significant 7.4% of the variance in the writing quality of primary grade students. In addition, attitude towards writing, language background, grade and gender each uniquely predicted writing quality. Finally, handwriting fluency increased from one grade to the next, girls had faster handwriting than boys, and gender differences increased across grades. An identical pattern of results were observed for writing quality. Directions for future research and writing practices are discussed.

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“…In the same vein, it would have been useful to collect data regarding participants' motivation toward writing. These factors, i.e., teaching effect and motivational variables (Camacho et al, 2021), could also explain part of writing development, as well as the significant differences highlighted between cohorts.…”

Section: Study Limitations and Perspectivesmentioning

confidence: 99%

How Do Spelling, Handwriting Speed, and Handwriting Quality Develop During Primary School? Cross-Classified Growth Curve Analysis of Children's Writing Development

2021

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Aim: Longitudinal studies are rare in the field of writing research, and little is known about the concurrent development of the two transcription skills: spelling and handwriting. This study was designed to provide a comprehensive picture of the development and the longitudinal relations between spelling, handwriting speed, and handwriting quality at the word level.Method: Over a period of 3 years (coh1: Grades 2–4; coh2: Grades 3–5), 117 French-speaking children were assessed on a single-word dictation task. At each testing time, measures of spelling accuracy, handwriting speed, and handwriting quality were collected on 40 words. Words varied in both orthographic and graphic complexity, making it possible to investigate the influence of these levels of complexity on transcription abilities.Results: Linear growth analyses using cross-classified Bayesian structural equation modeling (CC-BSEM) revealed that spelling and speed continued to improve until Grade 5, while handwriting quality reached an early plateau in Grade 2. In the younger cohort, graphic complexity had a significant influence on the pace of development of handwriting speed and on spelling and handwriting quality performance in Grade 2. In the older cohort, a positive relation between spelling and speed and a negative relation between handwriting speed and handwriting quality were found, indicating that fast handwriting is associated with high spelling ability and that fast handwriting is detrimental to handwriting quality. By providing a better understanding of writing development, this study yields innovative findings not only regarding the development of transcription skills but also regarding how spelling, handwriting speed, and handwriting quality can influence each other's performance throughout primary school.

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Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century

Cited by 99 publications

References 116 publications

Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

Handwriting fluency and the quality of primary grade students’ writing

How Do Spelling, Handwriting Speed, and Handwriting Quality Develop During Primary School? Cross-Classified Growth Curve Analysis of Children's Writing Development

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