A Multicomponent Measure of Writing Motivation with Basic College Writers

Autor/inn/en	MacArthur, Charles A.; Philippakos, Zoi A.; Graham, Steve
Titel	A Multicomponent Measure of Writing Motivation with Basic College Writers
Quelle	In: Learning Disability Quarterly, 39 (2016) 1, S.31-43 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948715583115
Schlagwörter	College Students; Writing Instruction; Student Motivation; Evaluation Methods; Self Efficacy; Writing Achievement; Goal Orientation; Student Attitudes; Affective Behavior; Two Year College Students; Developmental Studies Programs; Mastery Learning; Performance; Essays; Questionnaires; Factor Analysis; Scores; Correlation; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Collegestudent; Schreibunterricht; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Achievement; Leistung; Essay; Aufsatzunterricht; Fragebogen; Faktorenanalyse; Korrelation
Abstract	The purpose of the current study was to develop and validate a measure of motivation for use with basic college writers that would measure self-efficacy, achievement goals, beliefs, and affect. As part of a design research project on curriculum for community college developmental writing classes, 133 students in 11 classes completed the motivation scales at the beginning and end of the semester along with measures of writing quality. Single factors were found for self-efficacy and affect. For goal orientation, factors were found for mastery, performance, and avoidance goals. For beliefs, factors were found for beliefs related to the content of writing and to conventions. Anticipated patterns of correlations among the factors were found. The validity of the scales was further supported by significant differences in the anticipated direction between higher and lower level classes on five of seven factors. In addition, significant changes were noted from pretest to posttest in the anticipated direction on six of seven factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01