Exploring Elementary Student Writing Motivation and Success

• In Event: Table 2 (Measuring Writing Competencies)

Abstract

This study explored relationships between several indicators of motivation and writing success to expand our understanding of how writing motivation is related to writing outcomes in the elementary classroom. Student motivation variables included perceptions of teacher writing enjoyment, student writing enjoyment, perceptions of writing feedback, and writing self-efficacy. Writing success variables included student writing self-regulation aptitude, writing grades, teacher-scored writing performance ratings, and researcher-scored writing performance ratings. Results indicated that writing motivation factors differentially related to students’ (N = 114) writing self-regulation, performance, and achievement.

Authors

• Jennifer Darby, Chesterfield County Public Schools

• Preeti Kamat, Virginia Commonwealth University

• Sharon Zumbrunn, Virginia Commonwealth University

• Sarah Anne Marrs, Virginia Commonwealth University

• Destini Braxton, Virginia Commonwealth University