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Direct linkGraham, Steve; Harbaugh-Schattenkirk, Allen G.; Aitken, Angelique; Harris, Karen R.; Ng, Clarence; Ray, Amber; Wilson, John M.; Wdowin, Jeanne – Assessment in Education: Principles, Policy & Practice, 2022
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…
Descriptors: Student Motivation, Writing Instruction, Questionnaires, Test Validity
Camping, April; Graham, Steve; Harris, Karen R. – Journal of Educational Psychology, 2023
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…
Descriptors: Student Motivation, Writing Achievement, Elementary School Students, English Language Learners
Graham, Steve; Hebert, Michael; Harris, Karen R. – Elementary School Journal, 2015
To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…
Descriptors: Formative Evaluation, Meta Analysis, Writing Tests, Quasiexperimental Design
