Writing Motivation Questionnaire: Factorial and Construct Validity with Middle School Students

Autor/inn/en	Graham, Steve; Harbaugh-Schattenkirk, Allen G.; Aitken, A. Angelique; Harris, Karen R.; Ng, Clarence; Wilson, John M.; Wdowin, Jeanne
Titel	Writing Motivation Questionnaire: Factorial and Construct Validity with Middle School Students
Quelle	In: Educational Psychology Review, 35 (2023) 1, Artikel 5Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09742-4
Schlagwörter	Student Motivation; Questionnaires; Factor Structure; Test Validity; Middle School Students; Writing (Composition); Grade 6; Grade 7; Test Reliability; Personality Traits; Writing Achievement; Competition; Social Behavior; Learner Engagement; Psychological Patterns; Emotional Response + Suchen Sie Ihr Suchwort? Schulische Motivation; Fragebogen; Faktorenstruktur; Testvalidität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schreibübung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Testreliabilität; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Wettkampf; Social behaviour; Soziales Verhalten; Emotionales Verhalten
Abstract	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. (As Provided).
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Update	2024/1/01