Writing Skills, Knowledge, Motivation, and Strategic Behavior Predict Students’ Persuasive Writing Performance in the Context of Robust Writing Instruction

Graham, Steve; Wijekumar, Kay; Harris, Karen R.; Lei, Pui Wa; Fishman, Evan J.; Ray, Amber B.; Houston, Julia D.

doi:10.1086/701720

Cited by 44 publications

(41 citation statements)

References 37 publications

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“…First, we found attitudes toward writing to be a significant predictor of writing quality: the more students reported to like writing, the better their texts were. This positive association between attitudes and performance replicates previous studies with school-aged children (Graham et al, 2007, 2017, 2019; Bruning et al, 2013; Yilmaz Soylu et al, 2017). However, as noted by authors of a recent systematic review of writing attitudes, only a handful of studies examined the association of attitudes toward writing with some outcome measure of writing performance (Ekholm et al, 2018).…”

Section: Discussionsupporting

confidence: 89%

“…Students’ attitudes were measured through the 5-item scale used by Graham et al (2019): I enjoy writing ; Writing is fun ; I like to write at school ; I like to write at home ; Writing is a good way to spend my time . This scale was translated to Portuguese in the present study.…”

Section: Methodsmentioning

confidence: 99%

“…This article focuses on the reasons why students write, which have been recently explored in the reading (Schiefele and Schaffner, 2016) and writing domains (Graham et al, 2019; Graham et al, in preparation; Limpo et al, submitted). However, mainly in the writing field, research into the conceptualization of this construct and its predictive value is still at the very beginning.…”

Section: Introductionmentioning

confidence: 99%

“…This construct has also been targeted in the literature under the labels of affect (MacArthur et al, 2015; Limpo, 2018), or liking (Bruning et al, 2013). Prior studies reported correlations between attitudes and writing performance in school-aged children (Bruning et al, 2013; Graham et al, 2017, 2019; Yilmaz Soylu et al, 2017). Moreover, Graham et al (2007) compared three models testing the direction of attitudes-performance link.…”

Section: Introductionmentioning

confidence: 99%

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Reasons to Write in Grade 6 and Their Association With Writing Quality

et al. 2019

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Writing is a particularly complex and demanding task that needs to be mastered to assure students’ success at school. In the last decades, the scientific community has been unanimous about the involvement of cognitive and motivational processes in the learning of writing. However, little is still known about some motivation-related processes, such as the reasons why students write. Therefore, this study analyzed the role of motivation in writing in developing writers, by examining the motives to write of 321 sixth graders. We used the Writing Motivation Questionnaire, which is a new instrument tapping the following motivations for writing: curiosity, involvement, grades, competition, social recognition, emotional regulation, and relief from boredom. Findings confirmed the multidimensional nature of motivations to write and supported the validity and reliability of the instrument. Also, results revealed that the strongest motives to write were grades and curiosity, and that curiosity and social recognition were significant predictors of writing quality, above and beyond attitudes and self-efficacy. Together these findings confirm the key role of motivation in writing and provide validity evidence of the Writing Motivation Questionnaire. This seems a useful tool to better understand the motivational processes involved in learning to write. However, despite the increasing research investment in this area, it is still important to carry out further studies that may contribute to the enrichment of the field of writing motivation.

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Section: Discussionsupporting

confidence: 89%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Reasons to Write in Grade 6 and Their Association With Writing Quality

et al. 2019

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“…Olinghouse et al (2015) found that fifth graders' topic knowledge was related to their writing quality in three genres (narrative, opinion, and informative texts) after accounting for writing length, transcription skills, and discourse knowledge. Similarly, Graham et al (2019) reported a unique contribution of topic knowledge to writing quality and writing length for fifth graders, after controlling for variables such as attitude, self-efficacy, and spelling error.…”

mentioning

confidence: 90%

Structural relations of language and cognitive skills, and topic knowledge to written composition: A test of the direct and indirect effects model of writing

Kim

2019

Brit J of Edu Psychol

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Background. Writing involves multiple processes, drawing on a number of language, cognitive, and print-related skills, and knowledge. According to the Direct and Indirect Effects model of Writing (DIEW; Kim & Park, 2019, Reading and Writing, 32, 1319), these multiple factors have hierarchical, interactive, and dynamic relations. Aims. I examined the hierarchical relations of language and cognitive skills to written composition as well as the relation of topic knowledge to written composition, using DIEW as a theoretical framework. Sample. One hundred thirty-two English-speaking students in Grade 4 were assessed on written composition, topic knowledge, oral language (vocabulary, grammatical knowledge, discourse-level oral production), higher order cognitions (inference, perspective taking [theory of mind], monitoring), domain-general cognitions (working memory and attention), and transcription skills (spelling and handwriting fluency). Methods. Structural equation modelling was used to compare hierarchical relations models with a direct or flat relations model. Results. The hierarchical relations model was supported. Discourse oral language skills and transcription skills completely mediated the relations of the other component skills to written composition, and the included component skills explained 82% of variance in written composition. Substantial total effects were found for discourse language, transcription, attention, working memory, vocabulary, theory of mind, and grammatical knowledge. Topic knowledge was moderately related to writing, but this relation became weak once the other skills were accounted for. Conclusions. Component skills have hierarchical structural relations and make direct and indirect contributions to written composition. Furthermore, the role of topic knowledge in written composition appears constrained by language and transcription skills for developing writers. Component skills of developmental writing and the nature of their relations Expressing one's ideas effectively in writing is a necessary skill in our modern, information-driven society. Yet, writing (written composition) is one of the most challenging skills to acquire. To generate coherent written composition, writers have to deal with multiple aspects such as content generation, handwriting (or keyboarding),

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Promoting Writing and Writing Engagement Through Self-Regulation, Motivation, Effective Instruction and Perezhivanie

Ng,

Renshaw

2023

Literacy Studies

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Writing Skills, Knowledge, Motivation, and Strategic Behavior Predict Students’ Persuasive Writing Performance in the Context of Robust Writing Instruction

Cited by 44 publications

References 37 publications

Reasons to Write in Grade 6 and Their Association With Writing Quality

Reasons to Write in Grade 6 and Their Association With Writing Quality

Structural relations of language and cognitive skills, and topic knowledge to written composition: A test of the direct and indirect effects model of writing

Promoting Writing and Writing Engagement Through Self-Regulation, Motivation, Effective Instruction and Perezhivanie

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