Writing motivation questionnaire: validation and application as a formative assessment

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.

KEYWORDS:

• Writing motivation
• assessment
• elementary grades

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Latinx is a gender-neutral label in the United States that refers to people of Latin American cultural or race.

Additional information

Notes on contributors

Steve Graham

Steve Graham is a Regents and Warner Professor at Arizona State University where he studies writing.

Allen G. Harbaugh-Schattenkirk

Allen G. Harbaugh-Schattenkirk is a faculty member at Longwood University where he specializes in statistical analyses.

Angelique Aitken

Angelique Aitken is an Assistant Professor at Pennsylvania State University where she studies writing.

Karen R. Harris

Karen R. Harris is a Regents and Warner Professor at Arizona State University where she studies writing.

Clarence Ng

Clarence Ng is a Professor at Australian Catholic University where he specializes in literacy and engagement.

Amber Ray

Amber Ray is an Assistant Professor at the University of Illinois where she studies writing.

John M. Wilson

John M. Wilson is a Regents and Warner Professor at Arizona State University where he studies writing.

Jeanne Wdowin

Jeanne Wdowin is a Regents and Warner Professor at Arizona State University where he studies writing.