Writing Motivation and Middle School: An Examination of Changes in Students’ Motivation for Writing

References

• Afflerbach, P. (2005). National reading conference policy brief: High stakes testing and reading assessment. Journal of Literacy Research, 37(2), 151–162. doi:10.1207/s15548430jlr3702_2
   Google Scholar
• Allender, D. (2000). Trends and issues in English instruction: Summaries of informal annual discussions of the commissions of the national council of teachers of English. Urbana, IL: NCTE.
   Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
   Google Scholar
• Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. doi:10.1146/annurev.psych.52.1.1
   Google Scholar
• Behizadeh, N., & Pang, M. E. (2016). Awaiting a new wave: The status of state writing assessment in the United States. Assessing Writing, 29, 25–41. doi:10.1016/j.asw.2016.05.003
   Google Scholar
• Boscolo, P., & Gelati, C. (2007). Best practices for promoting motivation for writing. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 202–221). New York, NY: The Guilford Press.
   Google Scholar
• Boscolo, P., & Gelati, C. (2013). Best practices for promoting motivation for writing. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 284–307). New York, NY: The Guilford Press.
   Google Scholar
• Brimi, H. (2012). Teaching writing in the shadow of standardized writing assessment: An exploratory study. American Secondary Education, 41(1), 52–77.
   Google Scholar
• Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford.
   Google Scholar
• Bruning, R., & Kauffman, D. (2015). Self-efficacy beliefs and motivation in writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 160–173). New York, NY: Guilford Press.
   Google Scholar
• Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. doi:10.1037/a0029692
   Google Scholar
• Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25–37. doi:10.1207/S15326985EP3501_4
   Google Scholar
• Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14, 464–504. doi:10.1080/10705510701301834
   Google Scholar
• Chetty, R. (2012). Great teaching: Measuring its effects on students’ future earnings. Education Next, 12(2).58–64.
   Google Scholar
• Chetty, R. (2014). Measuring the impacts of teachers: Evaluating bias in teacher value-added estimates. American Economic Review, 104(9), 2593–2632. doi:10.1257/aer.104.9.2593
   Google Scholar
• Chin, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1–49. doi:10.3102/00346543063001001
   Google Scholar
• Coker, D. L., Jr., Farley-Ripple, E., Jackson, A. F., Wen, H., MacArthur, C. A., & Jennings, A. S. (2016). Writing instruction in first grade: An observational study. Reading & Writing, 29, 793–832. doi:10.1007/s11145-015-0506-6
   Google Scholar
• Collie, R. J., Martin, A. J., & Curwood, J. S. (2016). Multidimensional motivation and engagement for writing: Construct validation with a sample of boys. Educational Psychology: an International Journal of Experimental Educational Psychology, 36(4), 771–791. doi:10.1080/01443410.2015.1093607
   Google Scholar
• Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26, 127–164. doi:10.1007/s10648-013-9245-z
   Google Scholar
• Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100, 907–919. doi:10.1037/a0012656
   Google Scholar
• Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105–115. doi:10.1037/h0030644
   Google Scholar
• Dweck, C. S. (2010). Even geniuses work hard. Educational Leadership, 68(1), 16–20.
   Google Scholar
• Eccles, J. S., & Wigfield, A. (2002). Motivation, beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. doi:10.1146/annurev.psych.53.100901.135153
   Google Scholar
• Ekholm, E., Zumbrunn, S., & DeBrusk-Lane, M. (2018). Clarifying an elusive construct: A systematic review of writing attitudes. Educational Psychology Review, 30, 827–856. doi:10.1007/s10648-017-9423-5
   Google Scholar
• Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016).
   Google Scholar
• Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the academic motivation scale. Contemporary Educational Psychology, 30(3), 331–358. doi:10.1016/j.cedpsych.2004.11.001
   Google Scholar
• Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior. Reading, MA: Addison-Wesley Publishing Company.
   Google Scholar
• Graham, S., & Harris, K. R. (2012). The role of strategies, knowledge, will, and skills in a 30 year program of research (with homage to Hayes, Fayol, and Boscolo). In V. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 177–196). NewYork: Psychology Press.
   Google Scholar
• Graham, S., & Harris, K. (2013). Designing an effective writing program. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 3–25). New York, NY: Guilford Press.
   Google Scholar
• Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L., Furgeson, J., Greene, K., … Smither Wulsin, C. (2016). Teaching secondary students to write effectively (NCEE 2017-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov
   Google Scholar
• Graham, S., & Harris, K. R. (2016). A path to better writing: Evidence-based practices in the classroom. The Reading Teacher, 69(4), 359–365. doi:10.1002/trtr.2016.69.issue-4
   Google Scholar
• Harlen, W. (2012). The role of assessment in developing motivation for learning. In J. Gardner (Ed.), Assessment and learning (pp. 171–184). Thousand Oaks, CA: SAGE Publications Ltd.
   Google Scholar
• Harris, K. R., Graham, S., Friedlander, B., & Laud, L. (2013). Bring powerful writing strategies into your classroom! Why and how. The Reading Teacher, 66(7), 538–542. doi:10.1002/trtr.2013.66.issue-7
   Google Scholar
• Heilig, J. V., & Darling-Hammond, L. (2008). Accountability Texas-style: The progress and learning of urban minority students in a high-stakes testing context. Educational Evaluation and Policy Analysis, 30(2), 75–110. doi:10.3102/0162373708317689
   Google Scholar
• Hidi, S., & Boscolo, P. (2006). Motivation and writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 144–157). New York, NY: Guilford Press.
   Google Scholar
• Hillocks, G. (2002). The testing trap: How state writing assessments control learning. New York, NY: Teachers College Press.
   Google Scholar
• Hodges, T. S. (2015). The impact of teacher education writing-intensive courses on preservice teachers’ self-efficacy for writing and writing instruction (doctoral dissertation). TX:Texas A&M University, College Station.
   Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118
   Google Scholar
• Kline, R. B. (2016). Principles and practices of structural equation modeling (4th ed.). New York, NY: Guilford.
   Google Scholar
• Koster, M., Tribushinina, E., de Jong, P. F., & van den Bergh, H. (2015). Teaching children to write: A meta-analysis of writing intervention research. Journal of Writing Research, 7(2), 249–274. doi:10.17239/jowr-2015.07.02.2
   Google Scholar
• McCarthy, S. (2008). The impact of no child left behind on teachers’ writing instruction. Written Communication, 25(4), 462–505. doi:10.1177/0741088308322554
   Google Scholar
• Mo, Y., Kopke, R. A., Hawkins, L. K., Troia, G. A., & Olinghouse, N. G. (2014). The neglected “R” in a time of common core. The Reading Teacher, 67(6), 445–453. doi:10.1002/trtr.2014.67.issue-6
   Google Scholar
• Mundai, L. (2011). Social desirability non-response bias and reliability in a long self-report measure: Illustrations from the MMPI-2 administered to Brunei student teachers. Educational Psychology, 31(2), 207–224. doi:10.1080/01443410.2010.545049
   Google Scholar
• National Governors Association. (2010). Common core state standards for English language arts & literacy in history/social studies, science, & technical studies. Washington, DC: Author.
   Google Scholar
• Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high stakes testing corrupts America’s schools. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Oldfather, P., & Dahl, K. (1994). Toward a social constructivist reconceptualization of intrinsic motivation for literacy learning. Journal of Reading Behavior, 26, 139–158. doi:10.1080/10862969409547843
   Google Scholar
• Pajares, F., & Valiante, G. (2006). Self-efficacy beliefs and motivation in writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 158–170). New York, NY: Guilford.
   Google Scholar
• Pritchard, R., & Honeycutt, R. (2007). Best practices in implementing a process approach to teaching writing. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 28–49). New York, NY: Guilford Press.
   Google Scholar
• Reutzel, D. R., & Mohr, K. A. J. (2015). 50 years of “Reading research quarterly” (1965–2014): Looking back, moving forward. Reading Research Quarterly, 50(1), 13–35. doi:10.1002/rrq.87
   Google Scholar
• Sessions, L., Kang, M. O., & Womack, S. (2016). The neglected “R”: Improving writing instruction through iPad apps. Tech Trends, 60, 218–225. doi:10.1007/s11528-016-0041-8
   Google Scholar
• Stiggins, R. J. (2001). Student-involved classroom assessment (3rd ed. Columbus, OH: Merrill.
   Google Scholar
• Troia, G., Lin, S., Cohen, S., & Monroe, B. (2011). A year in the writers workshop: Linking writing instruction practices and teachers epistemologies and beliefs about writing instruction. The Elementary School Journal, 112(1), 155–182. doi:10.1086/660688
   Google Scholar
• Troia, G., & Maddox, M. (2004). Writing instruction in middle schools: Special and general education teachers share their views and voice their concerns. Exceptionality, 12, 19–37. doi:10.1207/s15327035ex1201_3
   Google Scholar
• Troia, G. A., Shankland, R. K., & Wolbers, K. A. (2012). Motivation research in writing: Theoretical and empirical considerations. Reading & Writing, 28(1), 5–28. doi:10.1080/10573569.2012.632729
   Google Scholar
• Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in an urban middle school. The Journal of Education Research, 100(2), 81–101. doi:10.3200/JOER.100.2.81-101
   Google Scholar
• Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519–558. doi:10.3102/0002831207306859
   Google Scholar
• Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3, 4–70. doi:10.1177/109442810031002
   Google Scholar
• Vecchione, M., Alessandri, G., & Marsicano, G. (2014). Academic motivation predicts educational attainment: Does gender make a difference? Learning and Individual Differences, 32, 124–131. doi:10.1016/jlindfi.2014.01.003
   Google Scholar
• Vue, G., Hall, T. E., Robinson, K., Ganley, P., Elizalde, E., & Graham, S. (2016). Informing understanding of students’ writing challenges and opportunities: Insights from the development of a digital writing tool that supports students with learning disabilities. Learning Disability Quarterly, 39(2), 83–94. doi:10.1177/0731948715604571
   Google Scholar
• Wigfield, A., Tonks, S., & Eccels, J. S. (2004). Expectancy value theory in cross-cultural perspective. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisitied: Volume 4 in research on sociocultural influences on motivation and learning (pp. 165–198). Greenwich, CT: Information Age Publishing.
   Google Scholar
• Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190–195. doi:10.1111/cdep.12184
   Google Scholar
• Wright, K. L, Hodges, T. S, & McTigue, E. M. (2019). A validation program for the self-beliefs, writingbeliefs, and attitude survey: a measure of adolescents’ motivation toward writing. Assessing Writing, 39, 64-78. doi: 10.1016/j.asw.2018.12.004
   Google Scholar
• Wright, K. L, Hodges, T. S, Zimmer, W. K, & McTigue, E. M. (2018). Writing-to Learn in Secondary Science Classes: for Whom Is It Effective? Reading & Writing Quarterly: Overcoming Learning Difficulties, 35 81-304. doi: 10.1080/10573569.2018.1541769
   Google Scholar
• Wu, A. D., Li, Z., & Zumbo, B. D. (2007). Decoding the meaning of factorial invariance and updating the practice of multi-group confirmatory factor analysis: A demonstration with TIMSS data. Practical Assessment, Research and Evaluation, 12(3), 1–26.
   Google Scholar