Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy

Abstract

There is a growing body of research showing that writers are influenced by motivation-related aspects. This study documents the translation process of the Portuguese version of the Writing Motivation Questionnaire and the construction of two scales to measure self-efficacy for handwriting and story writing. The psychometric properties of these instruments were then explored. Firstly, we examined the factorial structure of these instruments and tested measurement invariance across two independent samples of 202 and 193 third graders. Secondly, we evaluated the reliability of the scales and their convergent/discriminant validity by testing the relationship among them and with external correlates (viz., handwriting fluency and story length and quality). Thirdly, we tested instruments' predictive validity by regressing story length and quality on motives to write, and on self-efficacy for handwriting and story writing. Findings confirmed the multidimensional nature of motivations to write and supported the validity and reliability of the scales developed. Regression analyses showed that competition-and grades-related had, respectively, a negative and positive contribution on story quality. Moreover, self-efficacy for story writing and handwriting contributed, respectively, to story length and quality, above and beyond handwriting fluency. This study provided evidence on the validity and reliability of the instruments under analysis, showing their usefulness to assess motivational dimensions in students as young as 8 years old. Findings join to current research emphasizing the importance of having valid and reliable tools to explore the role of motivation in young children's writing.

Examining Longitudinal and Concurrent Links Between Writing Motivation and Writing Quality in Middle School

“…To increase the ratio of predictors to participants and consequently the power of the regression analyses, instead of the six motives to write, we used two average-based composite scores. Based on Deci and Ryan (1985) and Limpo et al (2020), curiosity, emotional regulation, and relief from boredom factors were grouped into a "intrinsic motives" variable (α = .80 for Grade 6, α = .89 for Grade 7), whereas competition, grades, and social recognition were grouped into a "extrinsic motives" variable (α = .75 for Grade 6, α = .76 for Grade 7).…”

“…This difference may be related with participants’ age. Ng et al (2021) targeted elementary school, in which these yet-to-be-acquired basic skills and associated self-efficacy may have a more prominent role in the writers’ motivation (Limpo et al, 2020).…”

“…Motives to write. Students' motives to write were gauged with the Writing Motivation Questionnaire (WMQ) developed by Graham et al (2021) and validated to Portuguese by Limpo et al (2020). This instrument includes 21 items grouped into 7 factors: curiosity (e.g., "I write because I like to think about particular topics"), emotional regulation (e.g., "I write because it helps me calm down"), relief from boredom (e.g., "I write because it helps me pass the time"), competition (e.g., "I write because it is important to me to write better than other students"), grades (e.g., "I write in order to get better grades at school"), social recognition (e.g., "I write because I like it when other people think I am a good writer"), and involvement (e.g., "I write because I like to create a character that I can identify with").…”

Assessing and Mapping Reading and Writing Motivation in Third to Eight Graders: A Self-Determination Theory Perspective

“…Within the limited amount of SDT research on reading and writing motivation, some studies focused on the development of domain-specific self-report measures ( Guay et al, 2010 ; De Naeghel et al, 2012 ; De Smedt et al, 2018b ; Rocha et al, 2019 ; Limpo et al, 2020 ). For instance, De Naeghel et al (2012) , developed and validated the Self-Regulation Questionnaire-Reading Motivation (SRQ-Reading Motivation), which is a reliable and valid questionnaire to measure fifth and sixth-graders’ reading motivation in both academic and recreational contexts.…”

Writing motives and writing achievement of elementary school students from diverse language backgrounds.

“…Contrary to expectations, Limpo, Vigário, et al (2020) found intrinsic motives for writing were lowered as a result of handwriting instruction, and Guay et al (2010) reported primary grade students placed similar emphasis on intrinsic and autonomous motives for writing. Multiple studies have demonstrated that intrinsic, extrinsic, and self-regulatory motives are separable constructs, and these writing motives predict writing achievement and writing efficacy of typically developing writers (Graham et al, 2022; Limpo, Filipe, et al, 2020; Ng et al, 2021, 2022; Rocha et al, 2019).…”