Writing Self-Efficacy and Affect Across Genres: An Exploratory Factor Analysis with Upper-Elementary Students

Abstract

The purpose of the study was to develop a measure of motivation with upper-elementary learners that addressed self-efficacy and affect across the genres of persuasion and story writing. Research has found relationships between writing achievement and several motivational constructs. Indeed, motivational scales/questionnaires exist that examine self-efficacy and affect, but little research has examined whether learners’ responses remain consistent across genres. The study developed scales of self-efficacy and affect for writing in general, narrative writing, and persuasive writing. An exploratory factor analysis was employed examining factors across the genres of narration and persuasion and on the general scale from 281 learners (n = 144 female) in grades 3 to 5. Three factors were extracted across scales and results found statistically significant differences by grade on affect, grammar, and processes, across scales while female learners had higher self-efficacy and affect; genre differences were detected for processes and tasks. Limitations as well as implications for research are discussed.