写作动机问卷:作为形成性评估的验证与应用

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-03-04 DOI:10.1080/0969594X.2022.2080178

Steve Graham, Allen G. Harbaugh-Schattenkirk, A. Aitken, K. Harris, Clarence Ng, Amber B. Ray, John M. Wilson, Jeanne Wdowin

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引用次数: 5

摘要

摘要:本研究评估了写作动机的多维度测量的有效性。基于早期的工具和写作信念的理论概念，我们开发了写作动机问卷(WMQ)。2186名四分之一(558名女孩;521名男生)和五年级学生(546名女生;561名男生完成了28个写作动机项目，评估了7个写作动机。其中两个动机涉及写作的内在原因(好奇心、参与感);三种动机评估外在原因(成绩、竞争和社会认可);还有两种动机是自我调节的原因(情绪调节，摆脱无聊)。验证性因素分析支持WMQ的假设结构，七个动机中的每一个都证明了研究目的的足够可靠性。四年级和五年级学生、女孩和男孩、白人和非白人学生、接受或不接受免费/减少午餐的儿童、接受或不接受特殊教育服务的学生建立了测量不变性。WMQ预测了学生的写作表现。

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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.

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.