Future writing‑motivation assessment research should counteract task biases, provide a rationale for measures, and report whose voices are heard¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review’s forward‑looking recommendations for researchers assessing K‑5 writing motivation: future research should "work to counteract existing biases in writing tasks", "provide a rationale for their choice/design of measure of motivation", and "report clearly whose voices are being heard" (e.g., students’, teachers’, or researchers’) and the appropriateness of this choice regarding study purpose, design, and findings. These follow from the review’s findings on genre bias, weak theoretical rationale, and inconsistent weighting of students’ voices.

Design Implications¶

Context¶

Requirements¶

• Measures must target writing tasks reflecting a wider variety of classroom practices to develop valid self‑report instruments

Constraints¶

• The recommendations are directed at future research on K‑5 students’ self‑reports of writing motivation, not at validated existing practice

Target Learners¶

• K‑5 elementary students in mainstream classrooms

Target Learning Goals¶

• Valid assessment of students’ motivation to write

Claims¶

• Narrative/story writing is the most common genre used to operationalize writing in K‑5 writing‑motivation self‑report studies, suggesting a bias toward narrow aspects of writing [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Alves‑Wold, A., Walgermo, B. R., McTigue, E., & Uppstad, P. H. (2023). Assessing Writing Motivation: a Systematic Review of K‑5 Students’ Self‑Reports. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09732-6