初高中学生写作动机、写作价值、作者自我信念与写作效果的关系

Katherine Landau Wright, Tracey S. Hodges, E. Enright, Jade Z. Abbott
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引用次数: 9

摘要

在学校里,花在写作上的大部分时间通常是以写作练习的形式,通常是简短的写作作业,重点是写作的机制和认知方法,而不是动机。研究直到最近才开始记录写作成就和写作动机之间的直接关系,但到目前为止得出的结论是,这两种结构确实相互通知。因此,在本研究中,我们独立考察了写作动机、学生对写作成就的感知价值和学生作为作家的自我信念对其写作结果的影响。我们以初高中课堂为研究对象,通过学生的写作样本、学生的书面语言测试iv (TOWL-4)的写作分数和教师评分提供的学生写作成绩,对数据进行了三角测量。我们的研究通过证明初高中学生的写作动机与他们的写作成就密切相关,为先前关于写作动机的研究提供了支持。为了扩展我们的研究结果,需要进一步的研究来更好地理解写作动机和学生在写作中带来的复杂、交叉的身份之间的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The relationship between middle and high school students' motivation to write, value of writing, writer self-beliefs, and writing outcomes
Most time spent writing in schools is typically in the form of writing practice, often in short-form writing assignments, and focused on the mechanics and cognitive approaches to writing, rather than motivation. Research has only recently begun to document a direct relationship between writing achievement and writing motivation, but so far concludes that the two constructs do inform each other. Therefore, for the present study, we independently examined the impacts of motivation to write, students’ perceived value of writing achievement, and students’ self-belief as writers on their writing outcomes. Focusing on middle and high school classrooms, we triangulated data through students’ writing samples, students’ writing scores from the Test of Written Language-IV (TOWL-4), and students’ writing achievement provided by teacher ratings. Our study adds support to previous work on writing motivation by demonstrating that middle and high school students’ motivation to write is correlated strongly with their writing achievement. To expand on our results from this study, additional research is needed to better understand the relationships between writing motivation and the complex, intersecting identities students bring with them into their writing.
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