The DOI matches its Crossref record; 76 of the 76 references it cites were found in a registry or an index.
Developing Motivation to Write
Abstract
Two decades of cognitive research have shown writing to be a highly fluid process of problem solving requiring constant monitoring of progress toward task goals. Becoming an able writer brings great intellectual and social rewards, but the extended nature and difficulty of this process create unique motivational challenges. Speech development provides some models for development of writing motivation, but writing requires special attention to motivational conditions. Four clusters of conditions are proposed as keys to developing motivation: nurturing functional beliefs about writing, fostering engagement using authentic writing tasks, providing a supportive context for writing, and creating a positive emotional environment. Teachers' own conceptions of writing are seen as crucial to establishing these conditions in most writing contexts. Systematic motivational research complementing our knowledge about the cognitive processes of writing is needed to understand the development of motivation to write.
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Cites
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Cited by
A meta-analysis of writing instruction for adolescent students
Graham, S., & Perin, D. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.3.445 · Cited by 1,609
Examining dimensions of self-efficacy for writing
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013) · Journal of Educational Psychology · doi:10.1037/a0029692 · Cited by 470
Self-citationMeyer, J., Jansen, T., Schiller, R., Liebenow, L. W., Steinbach, M., Horbach, A., & Fleckenstein, J. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2023.100199 · Cited by 311
Relations between scripted online peer feedback processes and quality of written argumentative essay
Noroozi, O., Biemans, H., & Mulder, M. (2016) · The Internet and Higher Education · doi:10.1016/j.iheduc.2016.05.002 · Cited by 176
Teng, M. F., Wang, C., & Zhang, L. J. (2022) · Assessing Writing · doi:10.1016/j.asw.2021.100573 · Cited by 124
Metadata
- Authors
- Bruning, R., & Horn, C.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2000-01-01
- Volume
- 35
- Issue
- 1
- Pages
- 25-37
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2044101873
- Cited by
- 567
- References
- 76
- FWCI
- 19.54
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
