The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers

Stephen Graham, Sharlene A. Kiuhara, Karen Harris, Evan J. Fishman

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Our study tested whether learning is shaped by fundamental cognitive and motivational forces in the academic domain of writing. We examined whether strategic writing behavior and motivation (attitudes toward writing and self-efficacy)made a statistically significant and unique contribution to the prediction of writing quality and number of words written, after controlling for variance due to other components and gender. Overall, 227 fourth-grade students (120 girls, 107 boys) wrote a personal narrative story and completed instruments examining their strategic writing behavior and motivation. Strategic writing behavior and motivational measures accounted for statistically significant and unique variance in predicting writing quality. This was also the case for the motivation variables when number of words was the writing performance measure. These findings provided support for the model of domain learning as applied to writing. Both cognitive and motivational variables made separate and unique contributions to predicting the writing performance of young, developing writers.

Original languageEnglish (US)
Pages (from-to)82-104
Number of pages23
JournalElementary School Journal
Volume118
Issue number1
DOIs
StatePublished - Sep 1 2017

Fingerprint

writer
performance
learning
self-efficacy
narrative
gender
student

ASJC Scopus subject areas

  • Education

Cite this

The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers. / Graham, Stephen; Kiuhara, Sharlene A.; Harris, Karen; Fishman, Evan J.

In: Elementary School Journal, Vol. 118, No. 1, 01.09.2017, p. 82-104.

Research output: Contribution to journalArticle

@article{7788bbea9f4543e288ace59cf38505ae,
title = "The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers",
abstract = "Our study tested whether learning is shaped by fundamental cognitive and motivational forces in the academic domain of writing. We examined whether strategic writing behavior and motivation (attitudes toward writing and self-efficacy)made a statistically significant and unique contribution to the prediction of writing quality and number of words written, after controlling for variance due to other components and gender. Overall, 227 fourth-grade students (120 girls, 107 boys) wrote a personal narrative story and completed instruments examining their strategic writing behavior and motivation. Strategic writing behavior and motivational measures accounted for statistically significant and unique variance in predicting writing quality. This was also the case for the motivation variables when number of words was the writing performance measure. These findings provided support for the model of domain learning as applied to writing. Both cognitive and motivational variables made separate and unique contributions to predicting the writing performance of young, developing writers.",
author = "Stephen Graham and Kiuhara, {Sharlene A.} and Karen Harris and Fishman, {Evan J.}",
year = "2017",
month = "9",
day = "1",
doi = "10.1086/693009",
language = "English (US)",
volume = "118",
pages = "82--104",
journal = "Elementary School Journal",
issn = "0013-5984",
publisher = "University of Chicago",
number = "1",

}

TY - JOUR

T1 - The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers

AU - Graham, Stephen

AU - Kiuhara, Sharlene A.

AU - Harris, Karen

AU - Fishman, Evan J.

PY - 2017/9/1

Y1 - 2017/9/1

N2 - Our study tested whether learning is shaped by fundamental cognitive and motivational forces in the academic domain of writing. We examined whether strategic writing behavior and motivation (attitudes toward writing and self-efficacy)made a statistically significant and unique contribution to the prediction of writing quality and number of words written, after controlling for variance due to other components and gender. Overall, 227 fourth-grade students (120 girls, 107 boys) wrote a personal narrative story and completed instruments examining their strategic writing behavior and motivation. Strategic writing behavior and motivational measures accounted for statistically significant and unique variance in predicting writing quality. This was also the case for the motivation variables when number of words was the writing performance measure. These findings provided support for the model of domain learning as applied to writing. Both cognitive and motivational variables made separate and unique contributions to predicting the writing performance of young, developing writers.

AB - Our study tested whether learning is shaped by fundamental cognitive and motivational forces in the academic domain of writing. We examined whether strategic writing behavior and motivation (attitudes toward writing and self-efficacy)made a statistically significant and unique contribution to the prediction of writing quality and number of words written, after controlling for variance due to other components and gender. Overall, 227 fourth-grade students (120 girls, 107 boys) wrote a personal narrative story and completed instruments examining their strategic writing behavior and motivation. Strategic writing behavior and motivational measures accounted for statistically significant and unique variance in predicting writing quality. This was also the case for the motivation variables when number of words was the writing performance measure. These findings provided support for the model of domain learning as applied to writing. Both cognitive and motivational variables made separate and unique contributions to predicting the writing performance of young, developing writers.

UR - http://www.scopus.com/inward/record.url?scp=85029583057&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85029583057&partnerID=8YFLogxK

U2 - 10.1086/693009

DO - 10.1086/693009

M3 - Article

AN - SCOPUS:85029583057

VL - 118

SP - 82

EP - 104

JO - Elementary School Journal

JF - Elementary School Journal

SN - 0013-5984

IS - 1

ER -