Latent Profiles of Writing-Related Skills, Knowledge, and Motivation for Elementary Students and Their Relations to Writing Performance across Multiple Genres

Autor/inn/en	Troia, Gary A.; Wang, Heqiao; Lawrence, Frank R.
Titel	Latent Profiles of Writing-Related Skills, Knowledge, and Motivation for Elementary Students and Their Relations to Writing Performance across Multiple Genres
Quelle	71 (2022), Artikel 102100 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
Schlagwörter	Elementary School Students; Writing Skills; Knowledge Level; Student Motivation; Writing Achievement; Cognitive Processes; Student Characteristics; Age Differences; Gender Differences; Race; English Language Learners; Special Education; Grade 4; Grade 5; Achievement Tests; Short Term Memory; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Wissensbasis; Schulische Motivation; Cognitive process; Kognitiver Prozess; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rasse; Abstammung; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kurzzeitgedächtnis
Abstract	Our goal in this study is to expand the limited research on writer profile using the advantageous model-based approach of latent profile analysis and independent tasks to evaluate aspects of individual knowledge, motivation, and cognitive processes that align with Hayes' (1996) writing framework, which has received empirical support. We address three research questions. First, what latent profile are observed for late elementary writers using measures aligned with an empirically validated model of writing? Second, do student sociodemographic characteristics--namely grade, gender, race, English learner status, and special education status--influence latent profile membership? Third, how does student performance on narrative, opinion, and informative writing tasks, determined by quality of writing, vary by latent profile? A five-profile model had the best fit statistics and classified student writers as Globally Weak, At Risk, Average Motivated, Average Unmotivated, and Globally Proficient. Overall, fifth graders, female students, White students, native English speakers, and students without disabilities had greater odds of being in the Globally Proficient group of writers. For all three genres, other latent profile were significantly inversely related to the average quality of papers written by students who were classified as Globally Proficient; however, the Globally Weak and At Risk writers were not significantly different in their writing quality, and the Average Motivated and Average Unmotivated writers did not significantly differ from each other with respect to quality. These findings indicate upper elementary students exhibit distinct patterns of writing-related strengths and weaknesses that necessitate comprehensive yet differentiated instruction to address skills, knowledge, and motivation to yield desirable outcomes. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01