The ABCs of children’s writing motivation

Original article: LINK

By Aline Alves-Wold, Bente Rigmor Walgermo, Erin McTigue & Per Henning Uppstad

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Children’s motivation is crucial to their writing success (Young & Ferguson 2024). However, studies on writing motivation in young students often miss out on what the students themselves think and rely too much on what teachers and researchers observe. This literature review emphasises the importance of listening to students’ perspectives. It combines findings from studies in classrooms with children aged 5-11.

The authors’ analysis revealed nine key factors that affect writing motivation, which they organise as the ABCs of Writing Motivation:

This framework could serve as a helpful guide for teachers when planning writing lessons or interventions.

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Writing is a crucial skill for success in school, work and daily life. However, many students find it hard to master (Young & Ferguson 2023). Learning to write well takes years of practice and is challenging not only because of the skills involved but also the motivation needed (Young & Ferguson 2022). Many studies have explored ways to improve students’ writing, but they often overlook the importance of writing motivation (Young & Ferguson 2021, 2024).

Learning to write involves becoming part of a community of writers. Writing is a social activity influenced by the cognitive abilities and characteristics of the community (Young & Ferguson 2021, 2022).

Becoming a skilled writer is a complex process that requires formal instruction, lots of practice, and several years to master (Young & Ferguson 2022). Early years practitioners often focus on the ‘basic skills’ needed for writing. These skills are usually handwriting, encoding, and composing. Essentially, writing is seen as forming letters (handwriting), putting them together into words (encoding), and arranging those words into meaningful texts (composing). Practising handwriting, spelling, and composing is essential for children’s writing development, but it’s not enough. Success in writing also depends on motivation (Young & Ferguson 2024).

Motivation to write

Writing motivation is what energises and directs children’s attention towards writing and being writers (Young & Ferguson 2024). It provides children with the strength and persistence needed to act and gives purpose and goals to their writerly actions. Motivation comes from various sources, including beliefs, goals, values, emotions, needs, and the classroom environment. There are many theories we can use to explain children’s writing motivation. These include: expectancy-value theory, attribution theory, social cognitive theory, goal-orientation theory, and self-determination theory.

Researchers have identified several key components of writing motivation, often finding similarities in their models. For example, Troia et al. (2012) suggested four main components:

1. Self-efficacy beliefs – confidence in one’s ability to write well.
2. Goal orientations – including mastery goals (improving our writing skills for personal satisfaction) and performance goals (proving our competence).
3. Task interest and value – how interesting and valuable we believe the writing project to be.
4. Outcome attributions – beliefs about the causes of our successes and failures.

Boscolo & Gelati (2018) identified three main factors:

1. Attractiveness and value of the writing project.
2. Perceived writing competence.
3. Beliefs about what writing and being a writer is all about.

Graham (2018) emphasised the role of beliefs in writing motivation too, proposing seven sets of beliefs:

1. Value of the writing project.
2. Personal enjoyment of writing.
3. Perceptions of competence, influenced by self-efficacy and beliefs about ability.
4. Motivations for writing, including intrinsic (internal pleasure) and extrinsic (external satisfactions) factors.
5. Likelihood of success or failure.
6. Writer identity.
7. The culture of the writing classroom, including what it values, what purposes it looks to serve, the audiences it writes for, and the types of routines and tools it uses.

Fostering Children’s Motivation to Write

To foster students’ motivation to write, several key elements from these different models are commonly recommended. Bruning & Horn (2000) suggest four main conditions:

1. Nurturing positive self-beliefs – helping students feel confident in their writing abilities.
2. Engaging students with authentic writing projects – making writing meaningful and relevant.
3. Creating a supportive environment – encouraging positive interactions between teachers and students, as well as peer collaboration.
4. Building a positive environment that promotes autonomy and positive attitudes towards writing.

Young & Ferguson (2021, 2022, 2024) have found that these conditions are also consistent with evidence-based teaching practices.

Appeal

The appeal of class writing projects significantly influences students’ motivation to write, as identified in more than half of the studies reviewed. Studies highlight that enjoyable, fun, or engaging class writing projects increase motivation.

Class writing projects, which allow for self-expression, are recommended for both younger and older students. For younger students, emphasis on writing to communicate and share meaning with others is particularly beneficial.

A notable finding is the importance of actually consulting students about the appeal of class writing projects.

Beliefs

Approximately two-thirds of the reviewed studies identified beliefs as a significant factor influencing children’s motivation to write. Three main types of beliefs were highlighted: self-beliefs, beliefs about writing, and beliefs about reasons for success or failure.

Self-beliefs encompass various aspects such as: students’ confidence in writing, self-concept, and writer identities. Positive self-beliefs about writing abilities and writer identities are crucial for motivating students to write. As Young & Ferguson (2024 p.13) share, “the better pupils get at writing, the more likely they are to value it. The more they value it, the better they want to get at it. That chasing is the motivational sweet spot and highlights why success is so important to pupils’ writing motivation”.

Another beneficial practice is the use of writing portfolios, which help foster positive self-beliefs. The effectiveness of portfolios also relies on the feedback children receive. For example, student-led conferences where children can discuss their best pieces, helps students identify their strengths and weaknesses, leading to positive changes in their self-perception as writers.

Students’ beliefs about the value of class writing project significantly impacts their motivation. If students do not see writing as valuable or important, even if they feel competent, they may lack motivation (Young & Ferguson 2024).

Additionally, beliefs about what constitutes ‘good writing’ affect students’ self-beliefs and motivation. Some students, particularly in the younger years, equate good writing with neat handwriting, while others focus on communication and the sharing of ideas with others (Hall & Axelrod 2014). These differing beliefs influence students’ perceptions of their writing confidence and their overall motivation to write.

Attribution theory (students’ beliefs about the reasons for their successes or failures) influences children’s writing motivation. Children with higher rates of writerly achievement typically attribute their success to internal factors like effort, while those with lower achievement often blame external factors (their teachers). Similarly, students who adopt a growth mindset and recognise their effort’s role in their writerly success show the most motivational growth. Teacher feedback and promoting a growth mindset are fundamental to this process (Young & Ferguson 2023, 2024).

Choice

Choice is highlighted as a significant condition for enhancing children’s motivation to write. Young & Ferguson (2021, 2024) emphasise that giving students choice about what they write about is crucial for motivation. However, students also value the ability to choose how to write, where to write and who they write for too!

What to write

Allowing students to choose what to write, including the topic or genre, can significantly boost their motivation. Students often report that writing becomes more enjoyable when they can generate their own writing ideas within the parameters of a class writing project (Young & Ferguson 2021, 2024).

However, the effectiveness of choice as a motivating factor depends on teachers’ abilities to explicitly teach children idea generation techniques and to devote instructional time to generating great writing ideas (Young & Ferguson 2022). Children appreciated their teacher’s assistance when generating their own writing ideas (LINK).

How to write

Choosing how to write also influences motivation. While collaborative activities are often seen as motivational, some students prefer working alone. Additionally, students value the choice of writing tools, with preferences varying between digital and paper-based writing.

Where to write

Students appreciate having a choice over where to write, particularly between home and school settings. For instance, some young writers find it easier to concentrate at home, while others report having difficulties.

Who to write for

Choosing who to write for is another significant factor. Students generally prefer writing for real audiences beyond the classroom (LINK). However, publishing their writing is not always seen as a positive, especially for older students. Some children express discomfort with sharing personal (or what they deem as low-quality) writing. It was noted how positive attitudes toward sharing are more likely to be observed in classrooms which have a supportive sharing culture (LINK).

Difficulty

The difficulty and effort required for writing emerged as a significant factor affecting children’s motivation. As the science of writing shows (Young & Ferguson 2022), writing is cognitively challenging, and this complexity can impact students’ motivation. Children’s reported dislike for writing can often be traced back to finding it too hard!

As Young & Ferguson (2024) share: “teachers should concentrate on making the process of learning to write feel easy, whilst keeping the content of their lesson(s) challenging.” Difficulty in the writing classroom is not inherently demotivating. Tasks that are too easy can certainly be demotivating. While some students, particularly less experienced writers, prefer simpler daily tasks, others express disdain for low-challenge tasks, describing them as “boring, meaningless, and minimally challenging.” This indicates a need for a balanced approach where daily writing is neither too easy nor too effortful (LINK).

To ensure tasks are both challenging and motivational, they must be perceived as manageable and should result in pleasing outcomes (Young & Ferguson 2024). Given the diversity of skill levels in a typical classroom, it is essential that teachers plan their class writing projects carefully, using evidenced-based teaching practices wherever they can (LINK). Linked to this is the amount of time teachers allocate to class writing projects. Students often mention that having too little time to complete class writing projects (to the best of their ability) is demotivating.

Environment

The classroom environment emerged as a significant factor influencing students’ motivation to write in nearly 40% of the reviewed studies. Students highlighted three types of environments that impacted their writing motivation: the physical, the social, and the psychological.

Students indicated that environments conducive to writing were often quiet and free from noise. For example, a young writer described her ideal writing location as being “the quietest building in the quiet world that has quiet things with no intercoms and no cameras” (Hall & Axelrod 2014). Conversely, noise and distractions were frequently mentioned as having a negative influence on motivation.

However, students also reported how positive interactions were. This included collaborating with peers and communicating with others through writing as being motivating. These interactions occur in supportive and pleasant classroom rather than miserable, judgmental and critical ones.

Feedback

Students value positive reactions to their writing as well as constructive and concrete feedback. Constant negative feedback, focused solely on what they haven’t done, has an adverse effect on children’s motivation to write (Young & Ferguson 2023).

Positive feedback, especially from teachers, is seen as encouraging for students. For example, one child expressed that writing was enjoyable “when [their teacher] makes good and exciting comments about my work” (Zumbrunn et al. 2019).

While students predominantly prefer positive feedback, they also recognise the value of constructive feedback that is delivered to actually aid their long-term development as a writer (Young & Ferguson 2023). When children really believe that their teacher’s feedback is coming from a place where the teacher wants their writing to be the best it can be for their future readership, they appreciate critical and honest feedback (Young & Ferguson 2021).

Goals

The goals of students’ writing emerged as a significant factor influencing their motivation. Students’ goals fall into two broad categories: mastery goals and performance goals.

Mastery goals are about a motivation for self-improvement. Children want to improve their own writing skills for own satisfaction. Evidence-based writing practices that support children’s pursuit of mastery goals include co-constructing success criteria as a class and developing students’ writing portfolios (Young & Ferguson 2021).

In contrast, performance goals involve pleasing your teacher or trying to outperforming your peers. This can also include performance-avoidance, where students write for fear of punishment or to avoid failure.

The type of goals students set themselves is closely linked to their classroom environment the teacher creates. Children’s goal orientations often match the kind of culture their teachers create in their classrooms.

Troia et al. (2012) suggest that mastery goals are associated with positive learning outcomes and recommend that teachers help students set specific and challenging goals which focus on personal improvement. This can be facilitated through the use of child-generated success criteria, student portfolios, and verbal feedback (Young & Ferguson 2021).

Students’ writing goals significantly influence their motivation. Mastery goals, which focus on personal improvement and learning, are generally associated with more positive writing outcomes. In contrast, performance goals, while sometimes linked to high achievement amongst certain students, can also lead to anxiety and avoidance behaviours, amongst others. This is particularly true in unsupportive classroom environments. Teachers play a crucial role in shaping children’s goals by fostering supportive classroom environments and encouraging students to set specific, challenging, and personal goals (Young & Ferguson 2024).

Help

Help emerged as an important motivational factor in more than one-third of the studies reviewed. This factor encompasses both the assistance received from others, such as teachers and peers, and the use of helpful strategies and resources that facilitate the writing process.

Students valued help from others at various stages of the writing process. This includes assistance during the idea generation (LINK), planning (LINK), revision (LINK) and proof-reading (LINK) phases of a class writing project. Students appreciate receiving opinions, reactions and reflections from their teachers and peers.

Students also appreciate tips and strategies that facilitate their understanding and management of the writing process. For example, children value SRSD instruction. This is where teachers explain and model a writing strategy or craft move technique before inviting children to use it for themselves in their own writing that day (LINK).

Instructor

Teachers play a crucial role in shaping students’ motivation to write and a teacher’s influence is multifaceted:

• Planning enjoyable class writing projects. Students who perceived their teachers as enjoying class writing projects tended to report higher enjoyment themselves.
• Attending to children’s affective needs: Teachers who focus on attending to children’s affective writerly needs are associated with classrooms that have more joy and sustained motivation among students (Young & Ferguson 2021; Young et al. 2022). Conversely, teacher-centered (or scheme-centered) approaches, which just emphasise conventions and strict control over children’s writing, are linked to lower motivation.

Implementing motivating writing teaching

In summary, implementing the ABCs of Writing Motivation requires teachers to integrate the recommendations made in this article into their teaching practice. By utilising motivational strategies, teachers can effectively enhance students’ motivation to write. These practices not only have the potential to cultivate lifelong writing engagement but are also linked to practices which improve children’s writing proficiency (Young & Ferguson 2021).

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