Writing Motivation Research, Measurement and Pedagogy

Latif, Muhammad M. M. Abdel

doi:10.4324/9781003013976

Cited by 8 publications

(21 citation statements)

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“…Writing Motivation Profiles and Their Association With Writing Performance 183 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, 2022Camacho et al, , 2023De 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 performanceoriented goals, which was associated with slightly lower text quality and writing grades.…”

Section: Implications For Instructional Design In Writingmentioning

confidence: 99%

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: Implications For Instructional Design In Writingmentioning

confidence: 99%

Writing Motivation Profiles and Their Association With Writing Performance

Camacho

Smedt

Maio

et al. 2023

Topics in Language Disorders

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“…Nonetheless, this measure was valid and reliable in the current study. Moreover, in a comprehensive book on writing motivation research, Latif (2020) noticed that all scales on implicit theories of writing were short, ranging from two to six items. Third, we used an achievement goal measure based on the trichotomous goal framework rather than on the latest goal frameworks.…”

Section: Limitationsmentioning

confidence: 99%

Structural relations among implicit theories, achievement goals, and performance in writing

Camacho

Alves

Daniel

et al. 2022

Learning and Individual Differences

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“…This finding reveals the importance of gaining writing interest and desire in terms of providing motivation for writing and gaining writing fluidity. Latif (2020) emphasized the relationship between writing interest and writing motivation, and even mentioned that these concepts can be used interchangeably. Writing interest and desire can be developed with fun writing activities and suggestions.…”

Section: Discussionmentioning

confidence: 99%

Writing Motivation Sources of Teacher Candidates: A Phenomenological Study

DEMİREL¹

2021

OJER

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Writing motivation is effective on writing behavior and writing habits. The aim of this study is to determine the factors that motivate pre-service teachers to write and thus support their writing habits. For this purpose, the research was designed in accordance with the phenomenological pattern from qualitative research designs. In the research, interviews were conducted with pre-service teachers through the semi-structured interview form prepared by the researcher. The data obtained from these interviews were analyzed by content analysis technique. Research findings showed that there were internal (internal) and external (external) factors motivating teacher candidates to write. According the findings, the main internal factors that motivated pre-service teachers to write were positive thoughts and beliefs about writing and writing skills, goals expected to be achieved by writing, and lastly, interest and desire for writing. Requirements and environmental expectations for writing, appreciation and support from family and readers, and the environment which is a positive role model in writing were external factors that motivated pre-service teachers to write. In the study, these factors and student views under these factors were discussed and what could be done to increase their motivation for writing was evaluated.

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Writing Motivation Research, Measurement and Pedagogy

Cited by 8 publications

References 0 publications

Writing Motivation Profiles and Their Association With Writing Performance

Writing Motivation Profiles and Their Association With Writing Performance

Structural relations among implicit theories, achievement goals, and performance in writing

Writing Motivation Sources of Teacher Candidates: A Phenomenological Study

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