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…

The ability to write is fundamental for learning and achievement across Grades K-12, performance in the workplace, continuing education, college, personal development, and addressing social justice. The majority of our students, however, are not capable writers. We have a body of evidence-based practices (EBPs) and best practices that can make a…

This study examined the intrinsic, extrinsic, and self-regulatory motives for writing and writing achievement of three groups of third- to fifth-grade students in an urban school district: (a) 189 emergent bilingual students receiving services for English language development (ELD); (b) 374 reclassified bilingual students who had exited ELD…

This study examined the impact of content revising goals on the revising behavior and story writing performance of fourth grade students at-risk for writing difficulties. Twenty-two students (11 boys, 11 girls) were randomly assigned to either a content revising or general revising goal condition. In the content revising goal condition, students…

This study examined the factorial and construct validity of a multi-dimensional measure of motives for writing with middle school students. The Writing Motivation Questionnaire included 28 items assessing seven motives for writing. Two motives assessed intrinsic reasons for writing (curiosity, involvement); three motives addressed extrinsic…