Middle School Writing Motivation: Profiles and Transition in Response to a Technology-Based Writing Intervention (Poster 17)

• In Event: AERA Poster Session Six
  In Poster Session: Literacy Poster Session Two

Abstract

We identified writing motivation profiles and transition paths of 2,546 U.S. middle-school students participating in an automated writing evaluation intervention. Three motivation profiles emerged from a latent transition analysis with self–reported measures (i.e., self–efficacy, attitudes toward, and beliefs about writing): Low-Motivation, Mid-Motivation, and High-Motivation. Profile membership and transition paths differed significantly by gender and race/ethnicity. Notably, girls were overrepresented in higher profiles and transitioned upwards more than boys. Black and Hispanic students were overrepresented in the Low profile and were more likely than White students to stay in the Low and Mid profiles. Assignment to intervention did not significantly influence transition paths. Implications for writing instruction and intervention are discussed.

Authors

• Tania Cruz Cordero, University of Delaware
  Presenting Author

• Joshua Wilson, University of Delaware
  Non-Presenting Author

• Corey Palermo, Measurement Incorporated
  Non-Presenting Author

• Halley Eacker, Measurement Incorporated
  Non-Presenting Author

• Matthew Myers, University of Delaware
  Non-Presenting Author

• Andrew Potter, Arizona State University
  Non-Presenting Author

• Jessica Wayde Coles, University at Albany - SUNY
  Non-Presenting Author