Avaliação da motivação para a escrita
adaptação portuguesa de um questionário multifatorial
DOI:
https://doi.org/10.34019/1982-1247.2020.v14.27468Palavras-chave:
Composição escrita, Motivação para a escrita, Autoeficácia, Objetivos de mestria e de desempenho ou resultadoResumo
Muitos estudos sugerem a existência de uma relação recíproca entre escrita e motivação. O principal objetivo do presente estudo foi o de validar um questionário que permita avaliar a autoeficácia, os objetivos, as crenças e as atitudes em relação à escrita. Foi conduzida uma análise fatorial através de uma análise de componentes principais. Para a autoeficácia, foram encontrados fatores para as tarefas e para as estratégias. Para os objetivos, um fator de mestria e outro de desempenho ou resultado. Para as crenças, um fator relacionado com o conteúdo e outro com as convenções. Para as atitudes, um único fator. O presente questionário revela-se fundamental para a investigação a se desenvolver futuramente sobre as relações entre a escrita e a motivação.
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Referências
Ames, (1992). Classroom: Goals, structures and student motivation. Journal of Educational Psychology, 84 (1), 261-271.
Alderman, M. K. (2004). Motivation form achievement: Possibilities for teaching and learning. New Jersey: Lawrence Erlbaum Associates.
Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811-831. doi:org/10.1002/tea.3660310805
Anderman, E. M., Urdan, T., & Roeser, R. (2003). The Patterns of Adaptive Learning Survey: History, development, and psychometric properties. Paper presented for the indicators of Positive Development Conference, March 2003, Washington D. C..
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215.
Bandura, A. (Ed.) (1997). Self-Efficacy in Changing Societies. Cambridge: Cambridge University Press.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
Bandura, A., & Locke, E. A. (2003). Negative Self-efficacy and goals effects revisited. Journal of Applied Psychology, 88 (1), 87-99.
Bruning, R. H., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105, 25–38. doi:10.1037/a0029692
Bruning, R. H., & Kauffman, D. F. (2016). Self-efficacy beliefs and motivation in writing development. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.). Handbook of writing research (2. ed.; pp. 160-173). New York: Guilford Press.
Carvalho, J. B., & Pimenta, J. (2005). Escrever para aprender, escrever para exprimir o aprendido. In B. Silva, & L. Almeida (Orgs.), Actas do Congresso Galaico-Português de Psicopedagogia (pp. 1877-1885).
Chiappetta-Swanson, C., & Watt, S. (2011). Good practice in the supervision and mentoring of postgraduate students. Hamilton, Canada: McMaster University.
Costello, A. and Osborne, J. (2005) Best Practices in Exploratory Factor Analysis: Four Recommendations for Getting the Most from Your Analysis. Practical Assessment, Research & Evaluation, 10, 1-9.
Dweck, C. S. (1986). Motivational Processes Affecting Learning. American Psychologist, 41, 1040-1048. Doi:10.1037/0003-066X.41.10.1040
Dweck, C. S. (2012). Implicit theories. In P. A. M. V. Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 2, pp. 43-61). Thousand Oaks, CA: Sage.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189.
Elliot, A. J., and Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation. J. Pers. Soc. Psychol. 73, 171–185. doi: 10.1037/0022-3514.73.1.171
Elliot, A. J., and McGregor, H. A. (2001). A 2 × 2 achievement goal framework. J. Pers. Soc. Psychol. 80:501. doi: 10.1037/0022-3514.80.3.501
Festas, I., Damião, H., & Martins, I. (2010, April). Estratégias de escrita de textos em alunos universitários. In M. Simões (Chair), Experiências de Ensino e Aprendizagem na Universidade: Retenção de conhecimentos, contratos e estratégias de aprendizagem, reorganização curricular, job shadowing, avaliação. Symposium conducted at the meeting Conference Learning and Teaching in Higher Education. Évora (Portugal).
Flower, L. S., & Hayes, J. R. (1980). The dynamics of composing: Making plans and juggling constraints. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 31-50). Hillsdale, NJ.: Lawrence Erlbaum.
Gabinete de Avaliação Educacional (2013). Provas finais e exames nacionais – Ensino básico e secundário. Lisboa: Ministério da Educação.
Graham, S., Schwartz, S. S., & MacArthur, C. A. (1993). Knowledge of writing and the composing process, attitude towards writing, and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26, 237–249. doi:10.1177/002221949302600404
Hangen, E., Elliot, A. J., & Jamieson, J. P. (2018). Highlighting the difference between approach and avoidance motivation enhances the predictive validity of performance-avoidance goal reports. Motivation and Emotion, 42, . doi: 10.1007/s11031-018-9744-9.
Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (2019). Lay conceptions of norm-based approach and avoidance motivation: Implications for the performance-approach and performance-avoidance goal relation. Journal of Personality, 87(4), 737-749. https://doi.org/10.1111/jopy.12429
Harley, J. M., Pekrun, R., Taxer, J. L., & Gross, J. J. (2019) Emotion Regulation in Achievement Situations: An Integrated Model, Educational Psychologist, 54(2), 106-126. doi: 10.1080/00461520.2019.1587297
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.
Hidi, S., & Boscolo, P. (Eds.) (2007). Writing and motivation. Amsterdam: Elsevier.
Jalaluddin, I., Paramasivam, S., & Bakar, R. A. (2015). The Consistency between Writing Self-efficacy and Writing Performance. Journal of Language Teaching and Research, 6(3), 545-552. doi:10.17507/jltr.0603.09
Kauffman, D. F., Zhao, R., Dempsey, M. S., Zeleny, M. G., Wang, S., & Bruning, R. H. (2010, May). Achievement goals’ impact on 11th grade students’ affect, self-efficacy, and writing achievement. Paper presented at the American Educational Research Association annual meeting, Denver, CO.
Kellogg, R.T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1-26.
Lens, W., Simon, J., & Dewitte, S. (2001). Student motivation and self-regulation as a function of future time perspective and perceived instrumentality. In, S. Volet, & S. Järvelä (Eds.), Motivational in learning contexts: Theoretical advances and methodological implications. Amsterdam: Pergamon.
Limpo, T., & Alves R. A. (2017). Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy. Journal of Writing Research, 9(2), 97-125. doi: 10.17239/jowr-2017.09.02.
Limpo, T., & Alves, R. A. (2014). Implicit theories of writing and their impact on students' response to a SRSD intervention. British Journal of Educational Psychology, 84, 571-590. doi:10.1111/bjep.12042
Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: the use of multiple goal contexts to promote students' motivation and learning. J. Educ. Psychol. 97:197. doi: 10.1037/0022-0663.97.2.197
MacArthur, C., & Graham, S. (2016). Writing research from a cognitive perspective. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 24-40). New York: Guilford Press.
MacArthur, C., Philippakos, Z., A., & Graham, S. (2016). A multicomponent measure of writing motivation with basic college writers. Learning Disability Quarterly, 39(1) 31–43. doi:10.1177/0731948715583115
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77-86. doi:10.1037/0022-0663.93.1.77
Murayama, K. J., Elliot, A., & Yamagata, S. (2011). Separation of Performance-Approach and Performance-Avoidance Achievement Goals: A Broader Analysis. Journal of Educational Psychology,103, 238-256. doi.org/10.1037/a0021948.
National Center for Education Statistics. (2012). The nation’s report card: Writing 2011 (NCES 2012-470). Washington, DC: Institute for Education Sciences, U.S. Department of Education.
Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach. Studies in Higher Education, 42(3), 572-590. doi:10.1080/03075079.2015.1063598
Paixão, M. P. (1996). Organização da vivência do futuro e comportamento de planificação. Compreensão dos processos motivacionais e cognitivos na elaboração e avaliação de projectos pessoais. (Dissertação de doutoramento). Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra.
Paixão, M. P. (2004). A avaliação dos factores e processos motivacionais. In L. M. Leitão (Coord.), Avaliação psicológica em orientação escolar e profissional (pp. 387-426). Coimbra: Quarteto Editora.
Paixão, M. P., & Borges, M. G. (2005) O papel do tipo de orientação para objetivos no desenvolvimento da identidade vocacional: Estudo exploratório com estudantes do 9º ano de escolaridade. Revista Portuguesa de Psicologia, 133-147.
Pajares, F. (2007). Empirical properties of a scale to assess writing self-efficacy in school contexts. Measurement and Evaluation in Counseling and Development, 39, 239–249.
Pajares, F., & Cheong, Y. F. (2003). Achievement goal orientations in writing: a developmental perspective, International Journal of Educational Research, 39(4-5), 437-455. doi: 10.1016/j.ijer.2004.06.008.
Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406–422. doi:10.1006/ceps.1999.1027
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 Press.
Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26, 366–381.
Pekrun, R., Elliot, A. J., and Maier, M. A. (2006). Achievement goals and discrete achievement emotions: a theoretical model and prospective test. J. Educ. Psychol. 98:583. doi: 10.1037/0022-0663.98.3.583
Pintrich, P. (2000). An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25, 92-104.
Pintrich, P. R., & Schunk, D. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, N. J.: Merril.
Reeve, J. (2018). Understanding Motivation and Emotion (7th ed.). NY: Wiley & Son.
Scardamalia, M., & Bereiter, C. (1986). Writing. In R. F. Dillon & R. J. Sternberg (Eds.), Cognition and instruction (pp. 59-81). Orlando: Academic Press.
Senko, C., & Harackiewicz, J. M. (2005). Regulation of achievement goals: The role of competence feedback. Journal of Educational Psychology, 97 (3), 320-336.
Schunk, D. (2003). Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly, 19, 159-172.
Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing: An Interdisciplinary Journal, 26(1), 17-44. doi:10.1007/s11145-012-9379-2
West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with nonnormal variables: Problems and remedies. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 56-75). Thousand Oaks, CA, US: Sage Publications, Inc.
White, M. J., & Bruning, R. (2005). Implicit writing beliefs and their relation to writing quality. Contemporary Educational Psychology, 30, 166–189. doi:10.1016/j.cedpsych.2004.07.002
Wright, K., Hodges, T., & McTigue, E. (2019). A validation program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey: A measure of adolescents' motivation toward writing. Assessing Writing, 39, 64-78. doi:10.1016/j.asw.2018.12.004.
Yilmaz Soylu, M., Zeleny, M. G., Zhao, R., Bruning, R. H., Dempsey, M. S., & Kauffman, D. F. (2017). Secondary students' writing achievement goals: Assessing the mediating effects of mastery and performance goals on writing self-efficacy, affect, and writing achievement. Frontiers in Psychology, 8, Article ID 1406. doi:10.3389/fpsyg.2017.01406
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
Zimmerman, B. J., & Cleary, T. J. (2006). Adolescent’s development of personal agency: The role of self-efficacy beliefs and self-regulatory skill. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp.45-69). Greenwich, CT: Information Age Publishing.
Alderman, M. K. (2004). Motivation form achievement: Possibilities for teaching and learning. New Jersey: Lawrence Erlbaum Associates.
Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811-831. doi:org/10.1002/tea.3660310805
Anderman, E. M., Urdan, T., & Roeser, R. (2003). The Patterns of Adaptive Learning Survey: History, development, and psychometric properties. Paper presented for the indicators of Positive Development Conference, March 2003, Washington D. C..
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215.
Bandura, A. (Ed.) (1997). Self-Efficacy in Changing Societies. Cambridge: Cambridge University Press.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
Bandura, A., & Locke, E. A. (2003). Negative Self-efficacy and goals effects revisited. Journal of Applied Psychology, 88 (1), 87-99.
Bruning, R. H., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105, 25–38. doi:10.1037/a0029692
Bruning, R. H., & Kauffman, D. F. (2016). Self-efficacy beliefs and motivation in writing development. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.). Handbook of writing research (2. ed.; pp. 160-173). New York: Guilford Press.
Carvalho, J. B., & Pimenta, J. (2005). Escrever para aprender, escrever para exprimir o aprendido. In B. Silva, & L. Almeida (Orgs.), Actas do Congresso Galaico-Português de Psicopedagogia (pp. 1877-1885).
Chiappetta-Swanson, C., & Watt, S. (2011). Good practice in the supervision and mentoring of postgraduate students. Hamilton, Canada: McMaster University.
Costello, A. and Osborne, J. (2005) Best Practices in Exploratory Factor Analysis: Four Recommendations for Getting the Most from Your Analysis. Practical Assessment, Research & Evaluation, 10, 1-9.
Dweck, C. S. (1986). Motivational Processes Affecting Learning. American Psychologist, 41, 1040-1048. Doi:10.1037/0003-066X.41.10.1040
Dweck, C. S. (2012). Implicit theories. In P. A. M. V. Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 2, pp. 43-61). Thousand Oaks, CA: Sage.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189.
Elliot, A. J., and Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation. J. Pers. Soc. Psychol. 73, 171–185. doi: 10.1037/0022-3514.73.1.171
Elliot, A. J., and McGregor, H. A. (2001). A 2 × 2 achievement goal framework. J. Pers. Soc. Psychol. 80:501. doi: 10.1037/0022-3514.80.3.501
Festas, I., Damião, H., & Martins, I. (2010, April). Estratégias de escrita de textos em alunos universitários. In M. Simões (Chair), Experiências de Ensino e Aprendizagem na Universidade: Retenção de conhecimentos, contratos e estratégias de aprendizagem, reorganização curricular, job shadowing, avaliação. Symposium conducted at the meeting Conference Learning and Teaching in Higher Education. Évora (Portugal).
Flower, L. S., & Hayes, J. R. (1980). The dynamics of composing: Making plans and juggling constraints. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 31-50). Hillsdale, NJ.: Lawrence Erlbaum.
Gabinete de Avaliação Educacional (2013). Provas finais e exames nacionais – Ensino básico e secundário. Lisboa: Ministério da Educação.
Graham, S., Schwartz, S. S., & MacArthur, C. A. (1993). Knowledge of writing and the composing process, attitude towards writing, and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26, 237–249. doi:10.1177/002221949302600404
Hangen, E., Elliot, A. J., & Jamieson, J. P. (2018). Highlighting the difference between approach and avoidance motivation enhances the predictive validity of performance-avoidance goal reports. Motivation and Emotion, 42, . doi: 10.1007/s11031-018-9744-9.
Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (2019). Lay conceptions of norm-based approach and avoidance motivation: Implications for the performance-approach and performance-avoidance goal relation. Journal of Personality, 87(4), 737-749. https://doi.org/10.1111/jopy.12429
Harley, J. M., Pekrun, R., Taxer, J. L., & Gross, J. J. (2019) Emotion Regulation in Achievement Situations: An Integrated Model, Educational Psychologist, 54(2), 106-126. doi: 10.1080/00461520.2019.1587297
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.
Hidi, S., & Boscolo, P. (Eds.) (2007). Writing and motivation. Amsterdam: Elsevier.
Jalaluddin, I., Paramasivam, S., & Bakar, R. A. (2015). The Consistency between Writing Self-efficacy and Writing Performance. Journal of Language Teaching and Research, 6(3), 545-552. doi:10.17507/jltr.0603.09
Kauffman, D. F., Zhao, R., Dempsey, M. S., Zeleny, M. G., Wang, S., & Bruning, R. H. (2010, May). Achievement goals’ impact on 11th grade students’ affect, self-efficacy, and writing achievement. Paper presented at the American Educational Research Association annual meeting, Denver, CO.
Kellogg, R.T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1-26.
Lens, W., Simon, J., & Dewitte, S. (2001). Student motivation and self-regulation as a function of future time perspective and perceived instrumentality. In, S. Volet, & S. Järvelä (Eds.), Motivational in learning contexts: Theoretical advances and methodological implications. Amsterdam: Pergamon.
Limpo, T., & Alves R. A. (2017). Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy. Journal of Writing Research, 9(2), 97-125. doi: 10.17239/jowr-2017.09.02.
Limpo, T., & Alves, R. A. (2014). Implicit theories of writing and their impact on students' response to a SRSD intervention. British Journal of Educational Psychology, 84, 571-590. doi:10.1111/bjep.12042
Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: the use of multiple goal contexts to promote students' motivation and learning. J. Educ. Psychol. 97:197. doi: 10.1037/0022-0663.97.2.197
MacArthur, C., & Graham, S. (2016). Writing research from a cognitive perspective. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 24-40). New York: Guilford Press.
MacArthur, C., Philippakos, Z., A., & Graham, S. (2016). A multicomponent measure of writing motivation with basic college writers. Learning Disability Quarterly, 39(1) 31–43. doi:10.1177/0731948715583115
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77-86. doi:10.1037/0022-0663.93.1.77
Murayama, K. J., Elliot, A., & Yamagata, S. (2011). Separation of Performance-Approach and Performance-Avoidance Achievement Goals: A Broader Analysis. Journal of Educational Psychology,103, 238-256. doi.org/10.1037/a0021948.
National Center for Education Statistics. (2012). The nation’s report card: Writing 2011 (NCES 2012-470). Washington, DC: Institute for Education Sciences, U.S. Department of Education.
Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach. Studies in Higher Education, 42(3), 572-590. doi:10.1080/03075079.2015.1063598
Paixão, M. P. (1996). Organização da vivência do futuro e comportamento de planificação. Compreensão dos processos motivacionais e cognitivos na elaboração e avaliação de projectos pessoais. (Dissertação de doutoramento). Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra.
Paixão, M. P. (2004). A avaliação dos factores e processos motivacionais. In L. M. Leitão (Coord.), Avaliação psicológica em orientação escolar e profissional (pp. 387-426). Coimbra: Quarteto Editora.
Paixão, M. P., & Borges, M. G. (2005) O papel do tipo de orientação para objetivos no desenvolvimento da identidade vocacional: Estudo exploratório com estudantes do 9º ano de escolaridade. Revista Portuguesa de Psicologia, 133-147.
Pajares, F. (2007). Empirical properties of a scale to assess writing self-efficacy in school contexts. Measurement and Evaluation in Counseling and Development, 39, 239–249.
Pajares, F., & Cheong, Y. F. (2003). Achievement goal orientations in writing: a developmental perspective, International Journal of Educational Research, 39(4-5), 437-455. doi: 10.1016/j.ijer.2004.06.008.
Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406–422. doi:10.1006/ceps.1999.1027
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 Press.
Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26, 366–381.
Pekrun, R., Elliot, A. J., and Maier, M. A. (2006). Achievement goals and discrete achievement emotions: a theoretical model and prospective test. J. Educ. Psychol. 98:583. doi: 10.1037/0022-0663.98.3.583
Pintrich, P. (2000). An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25, 92-104.
Pintrich, P. R., & Schunk, D. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, N. J.: Merril.
Reeve, J. (2018). Understanding Motivation and Emotion (7th ed.). NY: Wiley & Son.
Scardamalia, M., & Bereiter, C. (1986). Writing. In R. F. Dillon & R. J. Sternberg (Eds.), Cognition and instruction (pp. 59-81). Orlando: Academic Press.
Senko, C., & Harackiewicz, J. M. (2005). Regulation of achievement goals: The role of competence feedback. Journal of Educational Psychology, 97 (3), 320-336.
Schunk, D. (2003). Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly, 19, 159-172.
Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing: An Interdisciplinary Journal, 26(1), 17-44. doi:10.1007/s11145-012-9379-2
West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with nonnormal variables: Problems and remedies. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 56-75). Thousand Oaks, CA, US: Sage Publications, Inc.
White, M. J., & Bruning, R. (2005). Implicit writing beliefs and their relation to writing quality. Contemporary Educational Psychology, 30, 166–189. doi:10.1016/j.cedpsych.2004.07.002
Wright, K., Hodges, T., & McTigue, E. (2019). A validation program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey: A measure of adolescents' motivation toward writing. Assessing Writing, 39, 64-78. doi:10.1016/j.asw.2018.12.004.
Yilmaz Soylu, M., Zeleny, M. G., Zhao, R., Bruning, R. H., Dempsey, M. S., & Kauffman, D. F. (2017). Secondary students' writing achievement goals: Assessing the mediating effects of mastery and performance goals on writing self-efficacy, affect, and writing achievement. Frontiers in Psychology, 8, Article ID 1406. doi:10.3389/fpsyg.2017.01406
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
Zimmerman, B. J., & Cleary, T. J. (2006). Adolescent’s development of personal agency: The role of self-efficacy beliefs and self-regulatory skill. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp.45-69). Greenwich, CT: Information Age Publishing.
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2020-08-30
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