Relationships among writing motivation, activity, and achievement

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Relationships between writing motivation, writing activity, and writing performance: effects of grade, sex, and ability

A convenience sample of 618 children and adolescents in grades 4 through 10, excluding grade 8, were asked to complete a writing motivation and activity scale and to provide a timed narrative writing sample to permit an examination of the relationships between writing motivation, writing activity, writing performance, and the student characteristics of grade, sex, and teacher judgment of writing ability. Female students and older students wrote qualitatively better fictional stories, as did students with higher levels of writing ability based on teacher judgment. With respect to writing activity, more frequent writing in and out of school was reported by girls, better writers, and younger students. In a path analysis, grade and sex directly influenced writing activity, while sex, teacher judgment of writing ability, and writing activity directly influenced some aspects of writing motivation. Overall, teacher judgment of writing ability, grade level, and motivational beliefs each exerted a significant direct positive influence on narrative quality, whereas performance goals exerted a significant direct negative impact on quality

Linking domain and situated motivation for writing with writing performance and experiences

Writing motivation, in terms of students' attitudes, values, beliefs, and goals, has a significant influence on writing achievement. However, much remains to be discovered about how this relationship unfolds over time, is affected by writing experiences, and is differentiated by general and context specific motivation measures. This presentation will report findings from a study conducted with nearly 750 students in grades 4 through 12 in two states that was designed to examine the connections between general and contextualised writing motivation, frequency and types of writing experiences, and writing performance reported by teachers and measured independently through trait scoring

Relationships between writing motivation, writing activity, and writing achievement

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