Motivation Research in Writing: Theoretical and Empirical Considerations

By G. A. Troia, Rebecca Shankland, Kimberly A Wolbers. 2012

154 citations recorded by the source corpus.

This article reviews research on motivation in the academic domain of writing situated within a social cognitive perspective. First we summarize major findings related to 4 theorized components of human motivation—self-efficacy beliefs or perceived competence, mastery and performance goal orientations, task interest and value, and attributions for success and failure. For each component we also offer general instructional recommendations gleaned from the literature. Next we discuss how these components play a role in writing motivation, with particular emphasis on self-efficacy for writing skills versus writing tasks. Then we present findings from studies that have examined the motivational characteristics of individuals who struggle with writing, including those with disabilities, and interventions designed to enhance motivation to write. Finally, we offer suggestions for future research in writing motivation.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6191f5a5b069eb210ce645f9ebe9e93e6bd07ab7

Citations in the corpus

• Relationships between writing motivation, writing activity, and writing performance: effects of grade, sex, and ability (2013, unknown): “Pajares (1996a, b) argued that skill-related self-efficacy beliefs are not interchangeable with task-related self-efficacy beliefs and Troia, Shankland, and Wolbers (2012) theorized that writing skill self-efficacy beliefs are slow to change in grade school because the acquisition of increasingly…”