The relationship between middle and high school students' motivation to write, value of writing, writer self-beliefs, and writing outcomes

Most time spent writing in schools is typically the form of practice, often short-form assignments, and focused on mechanics cognitive approaches to writing, rather than motivation. Research has only recently begun document a direct relationship between achievement motivation, but so far concludes that two constructs do inform each other. Therefore, for present study, we independently examined impacts motivation write, students’ perceived value achievement, self-belief as writers their outcomes. Focusing middle high school classrooms, triangulated data through samples, scores from Test Written Language-IV (TOWL-4), provided by teacher ratings. Our study adds support previous work demonstrating write correlated strongly with achievement. To expand our results this additional research needed better understand relationships complex, intersecting identities students bring them into writing.