Cognitive and Motivational Correlates of Elementary School Children's Writing Performance

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-2 - Writing and Reading Processes and Outcomes

Abstract

Due to the complexity of the writing process, students frequently experience writing difficulties. Consequently, high-quality writing instruction is a prerequisite to develop essential writing skills. To obtain this optimal and differentiated instruction, this study first provides more insight into students’ actual writing skills and student differences in writing performance. Multilevel analyses indicate that girls, high achievers, students with a high self-efficacy for ideation, and autonomously motivated students write qualitatively better texts, while low-achievers and students who are more controlled motivated are significantly less successful in writing. Consequently, the results indicate that motivational components (i.e. supporting students’ self-efficacy for ideation and autonomous writing motivation), could receive a more prominent place in writing instruction.

Authors

• Fien De Smedt, Ghent University

• Hilde Van Keer, Ghent University