A Multicomponent Measure of Writing Motivation With Basic College Writers

The purpose of the current study was to develop and validate a measure of motivation for use with basic college writers that would measure self-efficacy, achievement goals, beliefs, and affect. As part of a design research project on curriculum for community college developmental writing classes, 13...

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Bibliographic Details
Published in:Learning disability quarterly 2016-02, Vol.39 (1), p.31-43
Main Authors: MacArthur, Charles A., Philippakos, Zoi A., Graham, Steve
Format: Article
Language:English
Subjects:
Achievement Need
Affective Behavior
Basic Writing
Beliefs
College Students
Correlation
Curriculum development
Developmental Studies Programs
Essays
Evaluation Methods
Factor Analysis
Goal Orientation
Mastery Learning
Mastery motivation
Motivation
Motivation research
Pretests Posttests
Questionnaires
Scores
Self Efficacy
Special Series Articles
Student Attitudes
Student Motivation
Students
Two Year College Students
United States (East)
Woodcock Johnson Tests of Achievement
Writers
Writing
Writing Achievement
Writing assignments
Writing exercises
Writing Instruction
Writing processes
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Summary:The purpose of the current study was to develop and validate a measure of motivation for use with basic college writers that would measure self-efficacy, achievement goals, beliefs, and affect. As part of a design research project on curriculum for community college developmental writing classes, 133 students in 11 classes completed the motivation scales at the beginning and end of the semester along with measures of writing quality. Single factors were found for self-efficacy and affect. For goal orientation, factors were found for mastery, performance, and avoidance goals. For beliefs, factors were found for beliefs related to the content of writing and to conventions. Anticipated patterns of correlations among the factors were found. The validity of the scales was further supported by significant differences in the anticipated direction between higher and lower level classes on five of seven factors. In addition, significant changes were noted from pretest to posttest in the anticipated direction on six of seven factors.
ISSN:0731-9487
2168-376X
DOI:10.1177/0731948715583115