TY - JOUR
T1 - A Multicomponent Measure of Writing Motivation with Basic College Writers
AU - MacArthur, Charles A.
AU - Philippakos, Zoi A.
AU - Graham, Stephen
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Research reported in this article was supported by the Institute for Education Science, U.S. Department of Education, Grant R305A100614.
Publisher Copyright:
© Council for Learning Disabilities.
PY - 2016/2/1
Y1 - 2016/2/1
N2 - 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.
AB - 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.
KW - beliefs about writing
KW - developmental writing
KW - goal orientation
KW - self-efficacy
KW - writing motivation
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U2 - 10.1177/0731948715583115
DO - 10.1177/0731948715583115
M3 - Article
AN - SCOPUS:84951812790
SN - 0731-9487
VL - 39
SP - 31
EP - 43
JO - Learning Disability Quarterly
JF - Learning Disability Quarterly
IS - 1
ER -