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Linking domain and situated motivation for writing with writing performance and experiences

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Writing motivation, in terms of students' attitudes, values, beliefs, and goals, has a significant influence on writing achievement. However, much remains to be discovered about how this relationship unfolds over time, is affected by writing experiences, and is differentiated by general and context specific motivation measures. This presentation will report findings from a study conducted with nearly 750 students in grades 4 through 12 in two states that was designed to examine the connections between general and contextualised writing motivation, frequency and types of writing experiences, and writing performance reported by teachers and measured independently through trait scoring.

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