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Dutta Roy, D. (2010). Construct validity of writing motivation questionnaire. International Journal of Psychological Research, 3(2), 6–11. https://doi.org/10.21500/20112084.806
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
The article reports results of two consecutive studies designed to understand construct validity of writing motivation and to examine its utility in the prediction of academic achievement. In first study, data were collected from 884 students of primary education through writing motivation questionnaire with seven domains (Dutta Roy, 2003). Correspondence analysis reveals two latent traits (intrinsic and extrinsic) of writing motivation. In the second study, writing motivation questionnaire was administered to 200 students and their academic performances in schools were collected. Results reveal inverse relation between latent traits. Composite scores of intrinsic writing motivation were positively and those of extrinsic writing motivation were negatively correlated with academic performance.
References
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Dutta Roy,D. (2003). Development Of The Questionnaire For Assessment Of Writing And Writing Motivation Of Boys And Girls Of Grades III And IV. Project report submitted to the Indian Statistical Institute, Kolkata.
Greenacre, M. and Blasius, Jong (1994). Correspondence analysis in the social sciences:Recent developments and applications. New York.: Academic press.
Judd,C.M. (1981). Estimating the effect of social interventions. Cambridge: Cambridge Press.
Stanovich,K.E. & Cunningham, A.E. (1992). Studying the consequences of literacy within a literature society: The cognitive correlates of print exposure. Memory and cognition, 20,51-68.
Dutta Roy. D. (2004). Teaching models of writing motivation. In Panch Ramalingam, (Ed.). Psychological approaches to teacher education. Chennai: Inland Books.
Campell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81-105.
Csikszentmihalyi, M. (1978). Intrinsic rewards and emergent motivation. In M.Lepper & D. Green (Eds.) The hidden costs of reward: New perspectives on the psychology of motivation. (pp.205-216).Hillsdale, NJ:Erlbaum.
Dutta Roy,D. (2003). Development Of The Questionnaire For Assessment Of Writing And Writing Motivation Of Boys And Girls Of Grades III And IV. Project report submitted to the Indian Statistical Institute, Kolkata.
Greenacre, M. and Blasius, Jong (1994). Correspondence analysis in the social sciences:Recent developments and applications. New York.: Academic press.
Judd,C.M. (1981). Estimating the effect of social interventions. Cambridge: Cambridge Press.
Stanovich,K.E. & Cunningham, A.E. (1992). Studying the consequences of literacy within a literature society: The cognitive correlates of print exposure. Memory and cognition, 20,51-68.
Dutta Roy. D. (2004). Teaching models of writing motivation. In Panch Ramalingam, (Ed.). Psychological approaches to teacher education. Chennai: Inland Books.
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