The connection between writing motivation, writing value, writing self-beliefs, and writing outcomes in middle and high school students

Abstract

The majority of the time that students spend writing in class is not spent doing so because they are motivated to write; instead, the focus is on improving the student's abilities, typically through the completion of brief writing assignments, as well as on the cognitive approaches and mechanics of writing. In other words, the majority of the time that students spend writing in class is not spent doing so because they are motivated to write. Even though study on writing motivation and writing success has just recently begun to garner greater attention, early data reveal that the two variables interact with one another. The purpose of this study was to investigate the correlations between the students' levels of desire to write, their estimations of the worth of their writing triumphs, and their degree of self-belief as writers in a manner that was distinct from how we investigated the correlations between the students' levels of desire to write and their estimations of the worth of their writing triumphs. Our research mainly focused on junior high and senior high schools. We triangulated the results by employing writing examples from students, writing TOWL-4 (Test of Written Language-IV) scores, and teacher ratings of students' writing ability. Because they demonstrate a substantial correlation between students' levels of writing success in middle school and high school and their level of drive to write, the findings of this study lend weight to previous research on writing motivation. This is because previous research on writing motivation has focused on the topic of writing motivation. It was discovered that there is a link between the degree of success pupils have with their writing in middle and high school. There is a need for more research if we are going to have a thorough grasp of the linkages between students' writing motives and the different identities they bring to their writing. This understanding will allow us to serve kids better. It is likely that if we carry out this further analysis, the results of this study will turn out to be more convincing.