Eric William Hamilton|Susan Bobbitt Nolen|Robert D. Abbott
Developing measures of motivational orientation to read and write: A longitudinal study
University of Washington|University of Washington|University of Washington
goals current study develop domainspecific measures reading writing achievement motivation could used students different grade levels intervention studies developmental research framed motivation read write terms goals definitions success address limitations current measures focusing childrens reasons motives learning improving reading writing skills used achievement goal theory develop test scales measuring achievement motivation orientations reading writing longitudinal sample students grades 2 4 5 cohort 1 4 6 7 cohort 2 multiplegroup confirmatory factor analyses provided evidence congeneric grade invariance reading scales including two dimensions task orientation mastery interest reading ego orientation reading avoidancealienation complex results supported congeneric grade invariance writing scales two dimensions task orientation social communication creative selfexpression writing ego orientation writing avoidancealienation either egoavoidance 4th 5th grades writing mastery orientation 6th 7th grades concurrent discriminant validity demonstrated positive correlations task orientation factors measures reading writing attitude negative correlations reading writing avoidance performance wiat ii reading writing motivation scales correlated ways consistent previous crossdomain research using achievement goal theory implications developmental intervention research reading writing discussed