First-Grade Students' Motivation and Achievement for Reading, Writing, and Spelling

Abstract

This study examined factors affecting motivation for reading, writing, and spelling in primary grade students using a new measure, the Early Literacy Motivation Survey (ELMS). First-graders (198) responded to questions measuring attributions, self-efficacy, and perceived competence. The ELMS uses scenarios and short tasks to contextualize the questions for young children. A confirmatory factor analysis validated the motivation constructs investigated. A structural equation model produced a good fit for the data and indicated that literacy attributions in young children mediated between achievement and self-efficacy and perceived competence. Findings showed that first-grade students differentiate among their self-efficacy for reading, writing, and spelling.

The preparation of this article and the research herein was supported by a grant from the Spencer Foundation (No 19990046). We wish to thank Robert Calfee and Richard Newman for their advice throughout the project.