TY - JOUR
T1 - The structural relationship between writing attitude and writing achievement in first and third grade students
AU - Graham, Steve
AU - Berninger, Virginia
AU - Fan, Weihua
N1 - Funding Information:
This cross-site collaboration was supported, in part, by Grant No. H324V980001 from U.S. Department of Education’s Office of Special Education Programs and by Grant No. HD25858-15 from the National Institute of Child Health and Human Development (NICHD) at the University of Washington.
Copyright:
Copyright 2007 Elsevier B.V., All rights reserved.
PY - 2007/7
Y1 - 2007/7
N2 - This study tested three models of the structural relationship between the writing achievement of primary grade students and their attitude towards writing (defined here as an affective disposition involving how the act of writing makes the author feel, ranging from happy to unhappy). The three models tested were: (a) writing attitude influences writing achievement in a unidirectional manner, (b) writing achievement influences writing attitude in a unidirectional manner, and (c) the effects of writing attitude and achievement are bidirectional and reciprocal. The model that best fit the data was based on the assumption that writing attitude influences writing achievement. In addition, the direct path between attitude and achievement in this model was statistically significant. Although third grade students were better writers than first grade students, there was no statistical difference in younger and older students' attitude towards writing. In addition, girls were more positive about writing than boys, but there was no statistical difference in their writing achievement related to gender. This research extends models based on the cognitive and language processes of writing to include the role of attitude, which is an affective component of motivation.
AB - This study tested three models of the structural relationship between the writing achievement of primary grade students and their attitude towards writing (defined here as an affective disposition involving how the act of writing makes the author feel, ranging from happy to unhappy). The three models tested were: (a) writing attitude influences writing achievement in a unidirectional manner, (b) writing achievement influences writing attitude in a unidirectional manner, and (c) the effects of writing attitude and achievement are bidirectional and reciprocal. The model that best fit the data was based on the assumption that writing attitude influences writing achievement. In addition, the direct path between attitude and achievement in this model was statistically significant. Although third grade students were better writers than first grade students, there was no statistical difference in younger and older students' attitude towards writing. In addition, girls were more positive about writing than boys, but there was no statistical difference in their writing achievement related to gender. This research extends models based on the cognitive and language processes of writing to include the role of attitude, which is an affective component of motivation.
KW - Writing achievement
KW - Writing attitude
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U2 - 10.1016/j.cedpsych.2007.01.002
DO - 10.1016/j.cedpsych.2007.01.002
M3 - Article
AN - SCOPUS:34249804160
SN - 0361-476X
VL - 32
SP - 516
EP - 536
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
IS - 3
ER -