The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material

Wijekumar, Kay; Graham, Steve; Harris, Karen R.; Lei, Pui Wa; Barkel, Ashley; Aitken, A. Angelique; Ray, Amber B.; Houston, Julia D.

doi:10.1007/s11145-018-9836-7

Cited by 47 publications

(48 citation statements)

References 20 publications

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“…This study replicated previous investigations (Graham et al, ; Graham, Wijekumar et al, ; Wijekumar et al, in press) by examining the combined and unique predictive effects of self‐efficacy and attitudes toward writing on writing performance. It extended these prior studies in seven ways.…”

Section: The Current Studysupporting

confidence: 85%

“…The analysis for the full set of students and these two exploratory analyses were identical except that disability status was not included as a control variable. Based on the presumed theoretical role of motivational beliefs in writing (Graham, Liu et al, 2018; Hayes, 1996; Kellogg, ) as well as findings from empirical studies with younger students (Graham et al, ; Graham, Wijekumar et al, ; Wijekumar et al, in press), we anticipated that writing attitudes and self‐efficacy would collectively predict middle school students' writing performance. This prediction, however, was less certain for the exploratory analysis involving students with disabilities, as this analysis was underpowered.…”

Section: The Current Studymentioning

confidence: 99%

“…Likewise, Graham, Wijekumar et al () reported that these two variables together statistically predicted the length and quality of science essays written by fifth grade students using source materials, with self‐efficacy making a unique contribution to predicting writing quality. This was not the case, however, in a follow‐up study conducted with fifth grade students (Wijekumar et al, in press), as these two motivational writing beliefs did not collectively or uniquely predict the length or quality of social studies essays written from source material.…”

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confidence: 90%

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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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Section: The Current Studysupporting

confidence: 85%

Section: The Current Studymentioning

confidence: 99%

mentioning

confidence: 90%

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

Graham

Daley

Aitken

et al. 2018

Journal Research in Reading

Self Cite

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“…In addition, the results of this research show that social support did not affect the mastery of English paragraph writing skills. The results of this research are parallel with the research conducted by Wijekumar, Graham, Harris, Lei, Barkel, Aitken, & Houston (2018), considering social support as a process of resource transactions between individuals who can provide assistance, enthusiasm, acceptance, and attention. The understanding between individuals in the process (social support) allows them to work together and exchange necessary resources that are not only material but can also be in the form of advice.…”

Section: Perceived Of Social Supportsupporting

confidence: 64%

English Writing Skills Through Perception of Siri’ Cultural Values: Optimism, Social Support, and Academic Self-Efficacy

Sudirman

Nurmandi

Bashori

2020

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The mastery of foreign languages, in particular English which is applied predominantly in the international scope is one form of improving the quality of an indvidual. This research aims to find empirical support for relationships between optimism, social support, academic self-efficacy and mastery of academic English paragraph writing skills mediated by perceptions of Siri’ cultural values. Siri’ cultural values are living laws which becomes the guidance in think, act, and build interpersonal relationship with other individuals. The instruments of this research applied writing tasks, scales of optimism, social support, academic self-efficacy, and perceptions of Siri’ cultural values. Data were analyzed using structural equation modeling. The results show that the relationship between optimism, social support, and academic self-efficacy and mastery of academic English paragraph writing skills will be stronger when students are able to perceive cultural values of Siri’ well. It is worthy of attention for educators and education observers that when students are required to be able to master a learning material not only from the cognitive side concerned, but also the psychological side of students must be considered.

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“…Despite the rather close attention to academic texts in science [1][2][3][4][5][6][7][8] in educational practice, they were not considered as a means of managing the formation of a student's information competence. Thus, the prerequisites for setting the problem disclosed in the article are obvious: the educational polyfunctionality of the educational text, its information and activity potential.…”

Section: Introductionmentioning

confidence: 99%

Management of The Formation of The Experience of Information Activities in Students Based on Work with Educational Texts

et al. 2020

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The purpose of the research is to identify the influence of an educational text on the organisation of information activities of schoolchildren. Methods: content analysis, structural and semantic analysis of educational texts and the results of their interpretation. Research results: identification of features of the educational text as an information structure (the integrity of multi-layer content, reproducibility, presence of system connections with the thematic information field), description of the information activity of a complex of educational texts united by the function of updating the value attitude to knowledge, which can be represented in three main types: impersonal, authorised and personal. Each of these types is correlated with the level of perception of information by the student-reader, which can be a. detached and impersonal, b. in conscious collaboration with the author, c. to their own cognitive experience. As a result of the research, the basic information-significant structural components of educational texts are also identified: the title and the beginning correlated with the key meaning of the text, the means of axiological field and dialogisation.

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The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material

Cited by 47 publications

References 20 publications

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

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

English Writing Skills Through Perception of Siri’ Cultural Values: Optimism, Social Support, and Academic Self-Efficacy

Management of The Formation of The Experience of Information Activities in Students Based on Work with Educational Texts

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