Writing Motivation Questionnaire: Validation and Application as a Formative Assessment

Autor/inn/en	Graham, Steve; Harbaugh-Schattenkirk, Allen G.; Aitken, Angelique; Harris, Karen R.; Ng, Clarence; Ray, Amber; Wilson, John M.; Wdowin, Jeanne
Titel	Writing Motivation Questionnaire: Validation and Application as a Formative Assessment
Quelle	In: Assessment in Education: Principles, Policy & Practice, 29 (2022) 2, S.238-261 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2022.2080178
Schlagwörter	Student Motivation; Writing Instruction; Questionnaires; Test Validity; Formative Evaluation; Elementary School Students; Writing Achievement; Grade 4; Grade 5; Urban Schools + Suchen Sie Ihr Suchwort? Schulische Motivation; Schreibunterricht; Fragebogen; Testvalidität; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study evaluated the validity of a multi-dimensional measure of motives for writing. Based on an earlier instrument and theoretical conceptualisations of writing beliefs, we developed the Writing Motivation Questionnaire (WMQ). A sample of 2,186 fourth- (558 girls; 521 boys) and fifth-grade students (546 girls; 561 boys) completed 28 writing motivation items assessing seven motives for writing. Two of these motives addressed intrinsic reasons for writing (curiosity, involvement); three motives assessed extrinsic reasons (grades, competition, and social recognition); and two motives examined self-regulatory reasons (emotional regulation, relief from boredom). Confirmatory factor analyses supported the hypothesised structure of the WMQ, and each of the seven motives evidenced adequate reliability for research purposes. Measurement invariance was established for grades four and five students, girls and boys, White and non-White students, children receiving or not receiving free/reduced lunch, and students receiving or not receiving special education services. The WMQ predicted students' writing performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01