Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses

Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses

• Ng, Clarence Australian Catholic University
• Graham, Steve Australian Catholic University
• Lau, Kit Ling The Chinese University of Hong Kong
• Liu, Xinghua Shanghai Jiao Tong University
• Tang, Kit Yi Hong Kong Baptist University

International Journal of Educational Research, 107(0), 2021

Elsevier

2021

• C Psychology & Learning
  • CC Motivation of Learning
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAE Teaching Methods of Composition & Their Outcomes
• P Social Context of Education
  • PB Comparative Education

Writing Motivation Writing Self-efficacy Writing Motives Chinese

• Shanghai
• Hong Kong

• 1997.7 onwards

• Primary Education

• Writing motives was assessed using Writing Motivation Questionnaire. • Writing self-efficacy was assessed using a revised Writing Self-efficacy Scale. • Measurement invariance was established across Shanghai and Hong Kong students. • Latent means comparison found differences between these two groups. • A direct-mediational model examined the relationship between these constructs. What motivates Chinese students to write? In the present investigation, we examined Chinese students' writing motives and writing self-efficacy. Grades 4 and 5 Chinese students in Shanghai (n = 332) and Hong Kong (n = 305) completed a survey questionnaire assessing motives for writing using the Writing Motivation Questionnaire and writing self-efficacy based on a revised Writing Self-efficacy Scale. Using multigroup confirmatory factor analyses, measurement invariance was established by examining configural, metric, scalar and residual invariance. Latent means comparison located significant differences between the Chinese groups in relation to writing self-efficacy and writing motives derived from a focus on curiosity, competition and grades. Multigroup structural equation analyses verified a hypothesized direct-mediational model depicting the relationship between writing motives and writing self-efficacy. Copyright © 2021 Elsevier.

• English

Journal Articles

• 08830355

• 10.1016/j.ijer.2021.101751

https://bibliography.lib.eduhk.hk/bibs/6144a47a

2022-04-20