Motivation and Self-Efficacy for Reading-Related Writing Tasks: Longitudinal Factor Structure Analysis Across Compare-Contrast and Opinion Genres

• In Event: Assessment of Reading, Writing, and Language Skills Across Elementary and Middle Grades

Abstract

This study developed and validated a measure of self-efficacy for reading-related tasks that support writing, focusing on compare-contrast and opinion genres in upper elementary students. Data were collected at five time points throughout the academic year, capturing motivation before and after instruction emphasized writing with sources. Psychometric analyses examined the factor structure of motivational constructs and the stability of the self-efficacy reading factor over time. Additionally, the relationship between reading ability and self-efficacy for reading-dependent writing tasks was explored using standardized reading assessments. Results showed a stable factor structure across genres and time. Self-efficacy factor scores were positively associated with reading performance/ability. These findings highlight the importance of integrating reading and writing motivation in instruction to support source-based writing development.

Authors

• Zoi Traga-Philippakos, University of Tennessee

• Jeff Labban, University of Tennessee Knoxville