Motivation Research in Writing: Theoretical and Empirical Considerations

This article reviews research on motivation in the academic domain of writing situated within a social cognitive perspective. First we summarize major findings related to 4 theorized components of human motivation—self-efficacy beliefs or perceived competence, mastery and performance goal orientations, task interest and value, and attributions for success and failure. For each component we also offer general instructional recommendations gleaned from the literature. Next we discuss how these components play a role in writing motivation, with particular emphasis on self-efficacy for writing skills versus writing tasks. Then we present findings from studies that have examined the motivational characteristics of individuals who struggle with writing, including those with disabilities, and interventions designed to enhance motivation to write. Finally, we offer suggestions for future research in writing motivation

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

The Learning-to-Learn Strategies of Adolescent Students With Disabilities

This study focuses on an examination of the learning-to-learn strategies of seventh-grade students as they highlight, takenotes, plan, organize, and write expository texts. Participants consist of 125 students, 41 with disabilities and 84 withoutdisabilities. The results reveal that the students with disabilities have more difficulties in using the learning-to-learn strategiesas they read, study, and write expository texts, although neither group is judged to be highly proficient. The implicationspoint to a renewed emphasis on preparing content-area teachers to teach the literacy and learning strategies thatsupport the development of learners who know how to read to learn and how to write to learn

An Exploratory Study of Reading in Urban and Suburban Middle Schools: Implications for At-Risk and Special Education Learners

Fifty years after Brown v. Board of Education, school achievement remains segregated by both race and class. Despite an emphasis on reading achievement as required by No Child Left Behind, many students have serious literacy needs, even into the middle and upper grades. The purpose of this study was to ascertain ways in which middle school reading instruction is coordinated to improve academic outcomes for at-risk students. In-depth interviews were conducted with professionals from five urban and five suburban middle schools surrounding five components of reading programming. While both align their curriculum with state expectations, they differ in terms of program continuity and stability. Overall, systemic coherence in schools was a rarity. Implications for literacy programming and systemic reform are presente

Writing Into the 21st Century: An Overview of Research on Writing, 1999 to 2004

This study charts the terrain of research on writing during the 6-year period from 1999 to 2004, asking “What are current trends and foci in research on writing?” In examining a cross-section of writing research, the authors focus on four issues: (a) What are the general problems being investigated by contemporary writing researchers? Which of the various problems dominate recent writing research, and which are not as prominent? (b) What population age groups are prominent in recent writing research? (c) What is the relationship between population age groups and problems under investigation? and (d) What methodologies are being used in research on writing? Based on a body of refereed journal articles (n = 1,502) reporting studies about writing and composition instruction that were located using three databases, the authors characterize various lines of inquiry currently undertaken. Social context and writing practices, bi- or multi-lingualism and writing, and writing instruction are the most actively studied problems during this period, whereas writing and technologies, writing assessment and evaluation, and relationships among literacy modalities are the least studied problems. Undergraduate, adult, and other postsecondary populations are the most prominently studied population age group, whereas preschool-aged children and middle and high school students are least studied. Research on instruction within the preschool through 12th grade (P-12) age group is prominent, whereas research on genre, assessment, and bi- or multilingualism is scarce within this population. The majority of articles employ interpretive methods. This indicator of current writing research should be useful to researchers, policymakers, and funding agencies, as well as to writing teachers and teacher educators

Gratitude moderates the relation between daily hassles and satisfaction with life in university students

Satisfaction with life as a judgmental cognitive process can be negatively influenced by appraisals of daily events such as hassles. Trait-gratitude — a tendency to appraise, recognize and respond to life events through a grateful— is a determinant of mental health and well-being, and has been shown to be related to positive appraisal of life. The aim of the current study was to investigate the moderating role of trait-gratitude in the relationship between daily hassles and satisfaction with life. In the process of carrying out this study, the French version of the Gratitude Questionnaire (GQ-6) was validated. A total of 328 French undergraduates completed questionnaires measuring gratitude, satisfaction with life, and daily hassles to test the main hypothesis. They also completed optimism, coping strategies, depression, and anxiety questionnaires in order to assess the convergent validity of the French version of the GQ-6. First, the results showed satisfactory psychometric properties of the Gratitude Questionnaire. Second, the results indicated the moderating role of trait-gratitude in the relationship between daily hassles disturbance and satisfaction with life. This study further documents the role of gratitude as a determinant of well-being and provides French-speaking clinicians and researchers with a useful tool to measure grateful disposition

Improving Children’s Mental Health Literacy Through the Cocreation of an Intervention and Scale Validation: Protocol for the CHILD-Mental Health Literacy Research Study

Background: Children’s mental health is a public health priority, with 1 in 5 European children younger than 12 years having a behavioral, developmental, or psychological disorder. Mental health literacy (MHL) is a modifiable determinant of mental health, promoting psychological well-being and reducing mental health problems. Despite its significance, no interventions or scales currently exist for increasing and measuring MHL in this population. Objective: This study has dual objectives: (1) cocreating and evaluating an intervention on children’s MHL, and (2) developing and validating a scale that measures children’s MHL. Methods: Our study focuses on children aged 9-11 years attending primary school classes in various settings, including urban and rural areas, and priority education zones within a French department. Using a participatory research approach, we will conduct workshops involving children, parents, teachers, and 1 artist to cocreate an intervention comprising multiple tools (eg, a pedagogical kit and videos). This intervention will undergo initial evaluation in 4 classes through observations, interviews, and satisfaction questionnaires to assess its viability. Concurrently, the artist will collaborate with children to create the initial version of the CHILD-MHL scale, which will then be administered to 300 children. Psychometric analyses will validate the scale. Subsequently, we will conduct a cluster randomized controlled trial involving a minimum of 20 classes, using the CHILD-MHL scale scores as the primary end point to evaluate the intervention’s efficacy. Additional interviews will complement this mixed methods evaluation. Both the intervention and the scale are grounded in the Child-Focused MHL model. Results: The first tool of the intervention is the pedagogical kit Le Jardin du Dedans, supported by the public organization Psycom Santé Mentale Info and endorsed by UNICEF (United Nations Children’s Fund) France. The second tool is a handbook by the Pan American Health Organization and the World Health Organization, which is addressed to teachers to sensitize them to children’s mental health problems. The third is a 5-page supplementary leaflet produced by the nongovernmental organization The Ink Link, which teaches children the notion of MHL. Finally, we produced 56 items of the MHL Scale and listed existing education policies for children’s mental health. Conclusions: After its robust evaluation, the intervention could be extended to several schools in France. The scale will be the first in the world to measure children’s MHL. It will be used not only to evaluate interventions but also to provide data for decision makers to include MHL in all educational policies. Both the intervention and the scale could be translated into other languages. International Registered Report Identifier (IRRID): PRR1-10.2196/5109

The academic task performance scale:psychometric properties, and measurement invariance across ages, genders and nations

Academic task performance (TP) refers to the proficiency with which students perform in academic tasks through making the right choices and completing core tasks central to their academic studies, on time and to specification. We adapted Koopmans et al.’s task performance scale (TPS) for use within tertiary education and investigated its psychometric properties, internal consistency and measurement invariance across age, gender and national groups in university students (n = 3,265). The results showed that a hierarchical ESEM model with one higher-order task performance factor consisting of time management and task efficiency fitted the data best. The TPS exhibited full measurement invariance across gender and age groups, implying that the latent mean scores can be used to determine differences. However, invariance could only partially be established for national cohorts, implying that cross-national comparisons may not be possible. These findings offer preliminary support for the TPS as a valid instrument for gauging students’ academic task performance.</p

The study demands and resources scale:psychometric properties, longitudinal invariance, and criterion validity

The Study Demands and Resources Scale (SDRS) has shown promise as a valid and reliable measure for measuring students’ specific study demands and -resources. However, there is no evidence as to its psychometric properties outside of the original context in which it was developed. This study aimed to assess the psychometric properties of the SDRS in a cross-national student population through examining its longitudinal factorial validity, internal consistency, and temporal invariance as well as criterion validity through its association with study engagement and task performance over time. Results showed that a Bifactor Exploratory Structural Equation Model (ESEM) with one general factor (overall study characteristics) and five specific factors (workload, growth opportunities, lecturer support, peer support, information availability) fitted the data, showed strong measurement invariance over time, and was reliable at different time points. The study further established criterion validity for the overall study characteristics factor through its concurrent and predictive associations with study engagement and task performance. However, the specific factors’ concurrent and predictive capacity could only partially be established when controlling for the general study characteristics factor. These findings suggest that study characteristics should be measured as a dynamic interaction between study demands and resources, rather than a hierarchical model.</p