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Writing Motivation: A Validation Study of Self-Judgment and Performance

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Title: Writing Motivation: A Validation Study of Self-Judgment and Performance
Language: English
Authors: Ling, Guangming, Elliot, Norbert, Burstein, Jill C., McCaffrey, Daniel F., MacArthur, Charles A., Holtzman, Steven
Source: Grantee Submission. 2021 48.
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A160115
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Writing Attitudes, Student Motivation, Writing Evaluation, Student Surveys, Writing Tests, Undergraduate Students, Factor Structure, Factor Analysis, Writing Achievement, Writing (Composition), Self Efficacy
DOI: 10.1016/j.asw.2020.100509
ISSN: 1075-2935
Abstract: This study reports on validation of a writing motivation survey and its relationship with a variety of indicators of academic performance of 566 undergraduate students drawn from six US postsecondary institutions. A writing motivation survey was used to capture students' writing goals, confidence, beliefs, and affect. Two research questions are addressed in the study: 1) What is the internal factor structure of the writing motivation survey completed by a broad range of college students? (2) Using this factor structure, how are the subconstructs of writing motivation associated with the outcomes variables of student performance and features of student writing? Our results confirmed a unidimensional structure for confidence and affect, a 3-factor structure for goals, and a 2-factor structure for beliefs. Low level but significant correlations were also identified between motivation and outcome performance measures, as well as between motivation and features of student writing. The study findings yield insights about the relationship between students' writing motivation, college success indicators, and writing domain knowledge. These findings suggest directions for pedagogical interventions targeting both motivation and writing feature use.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: ED618637
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Writing Motivation: A Validation Study of Self-Judgment and Performance
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  Data: <searchLink fieldCode="AR" term="%22Ling%2C+Guangming%22">Ling, Guangming</searchLink><br /><searchLink fieldCode="AR" term="%22Elliot%2C+Norbert%22">Elliot, Norbert</searchLink><br /><searchLink fieldCode="AR" term="%22Burstein%2C+Jill+C%2E%22">Burstein, Jill C.</searchLink><br /><searchLink fieldCode="AR" term="%22McCaffrey%2C+Daniel+F%2E%22">McCaffrey, Daniel F.</searchLink><br /><searchLink fieldCode="AR" term="%22MacArthur%2C+Charles+A%2E%22">MacArthur, Charles A.</searchLink><br /><searchLink fieldCode="AR" term="%22Holtzman%2C+Steven%22">Holtzman, Steven</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2021 48.
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  Data: Y
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  Data: 15
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  Data: 2021
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  Data: Institute of Education Sciences (ED)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Writing+Attitudes%22">Writing Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Tests%22">Writing Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Structure%22">Factor Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink>
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  Data: 10.1016/j.asw.2020.100509
– Name: ISSN
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  Data: 1075-2935
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study reports on validation of a writing motivation survey and its relationship with a variety of indicators of academic performance of 566 undergraduate students drawn from six US postsecondary institutions. A writing motivation survey was used to capture students' writing goals, confidence, beliefs, and affect. Two research questions are addressed in the study: 1) What is the internal factor structure of the writing motivation survey completed by a broad range of college students? (2) Using this factor structure, how are the subconstructs of writing motivation associated with the outcomes variables of student performance and features of student writing? Our results confirmed a unidimensional structure for confidence and affect, a 3-factor structure for goals, and a 2-factor structure for beliefs. Low level but significant correlations were also identified between motivation and outcome performance measures, as well as between motivation and features of student writing. The study findings yield insights about the relationship between students' writing motivation, college success indicators, and writing domain knowledge. These findings suggest directions for pedagogical interventions targeting both motivation and writing feature use.
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  Data: As Provided
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  Data: 2022
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        Value: 10.1016/j.asw.2020.100509
    Languages:
      – Text: English
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      Pagination:
        PageCount: 15
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      – SubjectFull: Writing Attitudes
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      – SubjectFull: Student Motivation
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      – SubjectFull: Writing Evaluation
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      – SubjectFull: Writing Achievement
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Self Efficacy
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      – TitleFull: Writing Motivation: A Validation Study of Self-Judgment and Performance
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