The relationship between middle and high school students' motivation to write, value of writing, writer self-beliefs, and writing outcomes
Keywords:writing motivation, writing achievement, expectancy-value theory, middle and high school students
Most time spent writing in schools is typically in the form of writing practice, often in short-form writing assignments, and focused on the mechanics and cognitive approaches to writing, rather than motivation. Research has only recently begun to document a direct relationship between writing achievement and writing motivation, but so far concludes that the two constructs do inform each other. Therefore, for the present study, we independently examined the impacts of motivation to write, students’ perceived value of writing achievement, and students’ self-belief as writers on their writing outcomes. Focusing on middle and high school classrooms, we triangulated data through students’ writing samples, students’ writing scores from the Test of Written Language-IV (TOWL-4), and students’ writing achievement provided by teacher ratings. Our study adds support to previous work on writing motivation by demonstrating that middle and high school students’ motivation to write is correlated strongly with their writing achievement. To expand on our results from this study, additional research is needed to better understand the relationships between writing motivation and the complex, intersecting identities students bring with them into their writing.
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Copyright (c) 2021 Katherine Landau Wright, Tracey S. Hodges, Esther Enright, Jadelyn Abbott
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.