Relations Between Writing Motivation and Achievement of Elementary-Aged Students

被引：0

作者：

Martin, Melissa S. ^{[1
]}

Bell, Sherry Mee ^{[2
]}

机构：

[1] Univ South Carolina Aiken, Aiken, SC 29801 USA

[2] Univ Tennessee, Knoxville, TN USA

来源：

JOURNAL OF EDUCATION-US | 2024年 / 204卷 / 01期

关键词：

writing achievement; writing motivation; self-efficacy; narrative writing; writing skills; SELF-EFFICACY; ABILITY; GENDER;

D O I：

10.1177/00220574221112630

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to examine the relations between writing self-efficacy and writing achievement of elementary students (aged 9-11). Participants (N = 61) completed measures of writing motivation and achievement. Results indicate a significant positive correlation between narrative writing self-efficacy and writing achievement (p < .01), as well as a significant positive relation between writing skills self-efficacy and writing achievement (p < .01).

引用

页码：190 / 202

页数：13

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