Multidimensional Motivation and Engagement for Writing: Construct Validation with a Sample of Boys

Autor/inn/en	Collie, Rebecca J.; Martin, Andrew J.; Curwood, Jen Scott
Titel	Multidimensional Motivation and Engagement for Writing: Construct Validation with a Sample of Boys
Quelle	In: Educational Psychology, 36 (2016) 4, S.771-791 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1093607
Schlagwörter	Males; High School Students; Student Motivation; Learner Engagement; Writing (Composition); Construct Validity; Self Efficacy; Student Adjustment; Factor Analysis; Structural Equation Models; Parent Background; Educational Attainment; Language; Literacy; Measures (Individuals); Foreign Countries; Statistical Analysis; Maximum Likelihood Statistics; Australia + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Schreibübung; Self-efficacy; Selbstwirksamkeit; Adjustment; Adaptation; Faktorenanalyse; Elternhaus; Bildungsabschluss; Bildungsgut; Languages; Sprache; Alphabetisierung; Schreib- und Lesefähigkeit; Messdaten; Ausland; Statistische Analyse; Australien
Abstract	Given recent concerns around boys' literacy, this study examined multidimensional writing motivation and engagement among boys. We explored internal and external validity of 11 adaptive (e.g. self-efficacy for writing) and maladaptive (e.g. disengagement from writing) factors of writing motivation and engagement. The sample comprised 781 male Australian high school students (aged 11-18 years). We used confirmatory factor analysis and structural equation modelling to conduct our analyses. Results confirmed the internal structure of the factors and revealed that parent education, and to a lesser degree language background, predicted several motivation and engagement factors. In addition, the adaptive motivation and engagement factors were associated positively with several writing (e.g. enjoyment of writing) and literacy outcomes (e.g. literacy achievement), whereas the maladaptive factors tended to be negatively associated. Invariance was found in the associations among the motivation and engagement factors and the outcomes across several participant subgroups (e.g. by gender, language background). There was also measurement invariance between the study's sample and five randomly drawn samples of students from archived data on domain-general academic motivation and engagement. Combined, our analyses shed light on a domain-specific area of motivation and engagement--writing--that could benefit from an integrative multidimensional examination. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01