TY - JOUR
T1 - Writing Motivation Questionnaire
T2 - Factorial and Construct Validity with Middle School Students
AU - Graham, Steve
AU - Harbaugh-Schattenkirk, Allen G.
AU - Aitken, A. Angelique
AU - Harris, Karen R.
AU - Ng, Clarence
AU - Wilson, John M.
AU - Wdowin, Jeanne
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2023/3
Y1 - 2023/3
N2 - This study examined the factorial and construct validity of a multi-dimensional measure of motives for writing with middle school students. The Writing Motivation Questionnaire included 28 items assessing seven motives for writing. Two motives assessed intrinsic reasons for writing (curiosity, involvement); three motives addressed extrinsic reasons (grades, competition, and social recognition); and two motives apprised self-regulatory reasons (relief from boredom, emotional regulation). A sample of 1983 sixth- (n = 970) and seventh-grade students (n = 1013) from a school district in the USA completed the questionnaire as well as a District writing test administered at the same time and a State writing test administered eight months later. Confirmatory factor analyses supported the hypothesized seven-facet structure of the Writing Motivation Questionnaire as well as second-order models (e.g., three-order factor involving intrinsic, extrinsic, and self-regulatory motives). Measurement invariance was established for grade-level (sixth- vs. seventh), gender, free/reduced lunch status, special education status, and race (White and non-White students). All seven writing motives evidenced adequate reliability for research purposes. Students’ writing motive scores predicted writing performance on the District and State tests. Recommendations for future research are provided.
AB - This study examined the factorial and construct validity of a multi-dimensional measure of motives for writing with middle school students. The Writing Motivation Questionnaire included 28 items assessing seven motives for writing. Two motives assessed intrinsic reasons for writing (curiosity, involvement); three motives addressed extrinsic reasons (grades, competition, and social recognition); and two motives apprised self-regulatory reasons (relief from boredom, emotional regulation). A sample of 1983 sixth- (n = 970) and seventh-grade students (n = 1013) from a school district in the USA completed the questionnaire as well as a District writing test administered at the same time and a State writing test administered eight months later. Confirmatory factor analyses supported the hypothesized seven-facet structure of the Writing Motivation Questionnaire as well as second-order models (e.g., three-order factor involving intrinsic, extrinsic, and self-regulatory motives). Measurement invariance was established for grade-level (sixth- vs. seventh), gender, free/reduced lunch status, special education status, and race (White and non-White students). All seven writing motives evidenced adequate reliability for research purposes. Students’ writing motive scores predicted writing performance on the District and State tests. Recommendations for future research are provided.
UR - http://www.scopus.com/inward/record.url?scp=85146810072&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85146810072&partnerID=8YFLogxK
U2 - 10.1007/s10648-023-09742-4
DO - 10.1007/s10648-023-09742-4
M3 - Article
AN - SCOPUS:85146810072
SN - 1040-726X
VL - 35
JO - Educational Psychology Review
JF - Educational Psychology Review
IS - 1
M1 - 5
ER -