Year-end Sale % OFF 
Abstract
The two studies reported here explored the factor structure of the newly constructed Writing Achievement Goal Scale (WAGS), and examined relationships among secondary students' writing achievement goals, writing self-efficacy, affect for writing, and writing achievement. In the first study, 697 middle school students completed the WAGS. A confirmatory factor analysis revealed a good fit for this data with a three-factor model that corresponds with mastery, performance approach, and performance avoidance goals. The results of Study 1 were an indication for the researchers to move forward with Study 2, which included 563 high school students. The secondary students completed the WAGS, as well as the Self-efficacy for Writing Scale, and the Liking Writing Scale. Students also self-reported grades for writing and for language arts courses. Approximately 6 weeks later, students completed a statewide writing assessment. We tested a theoretical model representing relationships among Study 2 variables using structural equation modeling including students' responses to the study scales and students' scores on the statewide assessment. Results from Study 2 revealed a good fit between a model depicting proposed relationships among the constructs and the data. Findings are discussed relative to achievement goal theory and writing.
Highlights
Achievement goal theory portrays human behavior as being goal directed, and suggests that individuals pursue goals in diverse ways within particular content domains and performance contexts (Nicholls et al, 1990; Dweck, 2000; Linnenbrink and Pintrich, 2002; Elliot et al, 2011)
Mastery goals correlated higher with writing performance than with performance approach goals. (Note: It is interesting that the correlations among the three dimensions of self-efficacy were relatively high, indicating that some of these dimensions might be predicting the others.) affect toward writing correlated more highly with mastery goals than with writing self-efficacy
We again employed a confirmatory factor analysis (CFA) using MPlus© to test the fit of the variables to the three-factor model
Summary
Achievement goal theory portrays human behavior as being goal directed, and suggests that individuals pursue goals in diverse ways within particular content domains and performance contexts (Nicholls et al, 1990; Dweck, 2000; Linnenbrink and Pintrich, 2002; Elliot et al, 2011). A Model of Writing Achievement Goals can influence learners’ goal pursuits (Linnenbrink and Pintrich, 2002; Pekrun, 2006; Pekrun et al, 2006). A given writer’s self-efficacy may vary widely across specific domains (e.g., writing a science report for biology class as compared with creative writing in an English class) and for a specific task performed in different contexts (e.g., writing a term paper for class as compared with writing an article for publication in a professional journal) (Bruning and Kauffman, 2015). Numerous studies support the common experience that writing is a taxing cognitive activity that can engender frustration and negative affect (Zimmerman and Kitsantas, 1999; Pajares et al, 2000; Pajares and Cheong, 2003; Boscolo, 2009)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
