ABSTRACT

This study evaluated the validity of a multi-dimensional measure of motives for writing. Based on an earlier instrument and theoretical conceptualisations of writing beliefs, we developed the Writing Motivation Questionnaire (WMQ). A sample of 2,186 fourth- (558 girls; 521 boys) and fifth-grade students (546 girls; 561 boys) completed 28 writing motivation items assessing seven motives for writing. Two of these motives addressed intrinsic reasons for writing (curiosity, involvement); three motives assessed extrinsic reasons (grades, competition, and social recognition); and two motives examined self-regulatory reasons (emotional regulation, relief from boredom). Confirmatory factor analyses supported the hypothesised structure of the WMQ, and each of the seven motives evidenced adequate reliability for research purposes. Measurement invariance was established for grades four and five students, girls and boys, White and non-White students, children receiving or not receiving free/reduced lunch, and students receiving or not receiving special education services. The WMQ predicted students’ writing performance.

摘要

本研究评估了写作动机的多维测量的有效性。基于早期的工具和写作信念的理论概念化，我们开发了写作动机问卷 (WMQ)。2,186 名四年级学生（558 名女生；521 名男生）和五年级学生（546 名女生；561 名男生）的样本完成了 28 个写作动机项目，评估了七个写作动机。其中两个动机涉及写作的内在原因（好奇、参与）；评估外在原因的三个动机（成绩、竞争和社会认可）；和两个动机检查自我调节的原因（情绪调节，从无聊中解脱）。验证性因素分析支持 WMQ 的假设结构，七个动机中的每一个都证明了研究目的的足够可靠性。为四年级和五年级学生、女孩和男孩、白人和非白人学生、接受或不接受免费/减价午餐的儿童以及接受或不接受特殊教育服务的学生建立了测量不变性。WMQ 预测学生的写作表现。