Writing motivation and performance in Chinese children

Pui-sze YEUNG, Connie Suk-han HO, David Wai-ock CHAN, Kevin Kien Hoa CHUNG

Research output: Contribution to journalArticle

Abstract

This study examined the relationships between writing motivation and written composition performance in Chinese among 388 Chinese children in Grades 3 to 5 in accordance with the framework of self-determination theory. Multiple regression analysis results showed that writing motivation measures (external regulation, introjected regulation, identified regulation and intrinsic motivation) contributed a unique variance to written composition performance before and after controlling for the contribution of cognitive-linguistic skills important to written composition (i.e., word dictation, working memory and syntactic knowledge). Identified regulation was the only significant predictor of written composition performance. These results are discussed with reference to the impact of Chinese culture on motivation to write among Chinese children. Copyright © 2019 Springer Nature B.V.
Original languageEnglish
JournalReading and Writing
Early online date16 Jul 2019
DOIs
Publication statusE-pub ahead of print - 16 Jul 2019

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Motivation
regulation
performance
Personal Autonomy
intrinsic motivation
Linguistics
self-determination
Short-Term Memory
regression analysis
school grade
Regression Analysis
linguistics

Citation

Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2019). Writing motivation and performance in Chinese children. Reading and Writing. Advance online publication. doi: 10.1007/s11145-019-09969-0

Keywords

  • Writing
  • Motivation
  • Chinese