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

Troia, Gary A.; Harbaugh, Allen G.; Shankland, Rebecca K.; Wolbers, Kimberly A.; Lawrence, A. M.

doi:10.1007/s11145-012-9379-2

Cited by 143 publications

(145 citation statements)

References 48 publications

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“…Regarding socioeconomic status and gender, the estimations are only significant determinants of the writing outcomes of narrative texts. This result is similar to the finding of Troia, Harbaugh, Shankland, Wolbers, and Lawrence, (2013), who found that female students wrote better fiction than male students. This implies a need of balancing gender mentions when designing the tests used for writing evaluations.…”

Section: Discussionsupporting

confidence: 90%

Analysis of lexical quality and its relation to writing quality for 4th grade, primary school students in Chile

et al. 2016

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Few studies have addressed vocabulary quality in developing writing skill in Spanish. Even less addressed it within the Chilean educational system. The specific objective of this study was to characterize, using a comprehensive set of indicators, the quality of the vocabulary produced by Chilean 4th grade students. Based on a national writing survey, a sample of 2056 texts written by 685 students was collected (narrative, persuasive, and informative texts). Current literature defines lexical quality as a composite of diverse factors that, while distinct, are interrelated. To represent the properties of the vocabulary, a set of indicators were selected: (a) lexical diversity; (b) lexical sophistication; and (c) lexical density. Using multilevel modeling (students and schools as levels 1 and 2) to explain a global writing score we found that diversity was a significant determinant for narrative and persuasive texts, density was a significant determinant for the three genres and sophistication was a significant determinant for narrative and expository text. In addition, indicators related to gender and socioeconomic conditions were only significant determinants of narrative stories. The parts of speech most often used also varied according to the purpose of each text. In all genres, words had a short extension and were very sensitive to the input presented in the stimuli. These results imply a significant challenge to this education system: how to promote the development of vocabulary in all children in order to support language learning.PIA-CONICYT Basal Funds for Centers of Excellence Project BF0003 CONICYT Project of Insertion of Advanced Human Capital in the Academy 7911200

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Section: Discussionsupporting

confidence: 90%

Analysis of lexical quality and its relation to writing quality for 4th grade, primary school students in Chile

et al. 2016

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“…Given these findings, it is likely that comprehension levels in real-world interrogations are even lower than what was found in the current study. Third, the use of a writing task to measure comprehension may have been biased in favor of the higher grades, as their writing skills may have been more advanced (Troia, Harbaugh, Shankland, Wolbers, & Lawrence, 2013). Future research may want to consider the use of oral recall to address this issue.…”

Section: Discussionmentioning

confidence: 99%

Safeguarding Youth Interrogation Rights: The Effect of Grade Level and Reading Complexity of Youth Waiver Forms on the Comprehension of Legal Rights

Freedman

Eastwood

Snook

et al. 2014

Applied Cognitive Psychology

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Summary: The extent to which youths understand their interrogation rights was examined. High school students (N = 160) from five different grades were presented with one of two Canadian youth waiver forms-varying widely in reading complexity-and tested on their knowledge of their legal rights. Results showed that comprehension of both waiver forms was equally deficient, and systematic misunderstandings of vital legal rights were discovered (e.g., the right to remain silent). There was also a positive linear relationship between high school grade level and amount of comprehension. Potential ways to enhance youths' understanding of their rights and provide them protection during interrogations are discussed.

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“…Several previous studies examining if writing attitudes and self‐efficacy predicted writing performance controlled for variance related to students' gender (Graham et al, ; Graham et al, ; Lee, ), as girls tend to be better writers than boys (Troia, Harbaugh, Shankland, Wolbers, & Lawerence, ). We also controlled for variance due to gender in this investigation, but controlled for three additional variables as well.…”

Section: The Current Studymentioning

confidence: 99%

Do writing motivational beliefs predict middle school students' writing performance?

Graham

Daley

Aitken

et al. 2018

Journal Research in Reading

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Individual differences in motivational beliefs, such as writing efficacy and attitudes toward writing in different contexts (academic, recreational, print or digital), are hypothesised to account for variability in writing performance. This study tested this proposition with 185 middle school students (58% were male), examining if writing self‐efficacy and attitudes toward writing made a statistically significant and unique contribution to predicting performance on a norm‐referenced writing measure, after variance related to gender, free/reduced lunch status, student's first language, disability status, reading self‐efficacy and attitudes toward reading were first controlled. Collectively, writing attitudes and self‐efficacy accounted for statistically significant and unique variance in writing scores after the other variables were controlled, providing support for the theoretical proposition that writing motivational beliefs are important ingredients in middle school students' writing.

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

Cited by 143 publications

References 48 publications

Analysis of lexical quality and its relation to writing quality for 4th grade, primary school students in Chile

Analysis of lexical quality and its relation to writing quality for 4th grade, primary school students in Chile

Safeguarding Youth Interrogation Rights: The Effect of Grade Level and Reading Complexity of Youth Waiver Forms on the Comprehension of Legal Rights

Do writing motivational beliefs predict middle school students' writing performance?

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