Investigating Elementary and Middle School Students' Writing Engagement (Poster 15)

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

Abstract

Writing engagement is an important, yet often overlooked, component of student success. The purpose of the current study was to examine the validity evidence for a measure of writing engagement, the Writing Engagement Scale-Revised (WES-R). The WES-R includes four subscales measuring affective, behavioral, cognitive, and social engagement as aligned with previous engagement research (Wang et al., 2016). Students (n = 254) from a large western U.S. state, who were in grades 2 through 8, responded to the WES-R after participating in a teacher-designated classroom writing activity. Student responses were investigated for validity evidence through confirmatory factor analysis and multivariate analysis of variance; subscale reliability and descriptives are also reported. This study presents a new tool for measuring student writing engagement.

Authors

• Seth A. Parsons, George Mason University
  Presenting Author

• Paul M. Kessler Rogers, University of California - Santa Barbara
  Presenting Author

• Jonathan Marine, George Mason University
  Presenting Author

• Samantha Ives, George Mason University
  Non-Presenting Author