Writing motivation and ability profiles and transition during a technology-based writing intervention
Cruz Cordero, T., Wilson, J., Myers, M. C., Palermo, C., Eacker, H., Potter, A., & Coles, J. (2023). Writing motivation and ability profiles and transition during a technology-based writing intervention. Frontiers in Psychology, 14, Article 1196274. https://doi.org/10.3389/fpsyg.2023.1196274
This article uses latent profile and latent transition analysis to examine how middle-school students participating in an automated writing evaluation intervention differed in writing motivation and ability, and how those profiles changed over time. The study identifies four profiles and evaluates whether treatment assignment or student characteristics predicted profile transitions.
Key takeaways
- Four profiles emerged: Low, Low/Mid, Mid/High, and High.
- Most students stayed in the same profile from fall to spring, while about 30% moved up one profile.
- Treatment assignment did not significantly affect transition paths.
- Gender, priority-population status, and special education status did not significantly predict transitions.
- The findings suggest that access to automated writing evaluation alone may not be enough to change writing motivation; motivation-focused supports may be needed.
Why it matters
Provides a profile-based view of student writing motivation and ability during an automated writing evaluation intervention, using latent profile and latent transition analyses to describe heterogeneity and movement across profiles.
Coauthors
Tania Cruz Cordero, Joshua Wilson, Matthew C. Myers, Corey Palermo, Halley Eacker, Andrew Potter, Jessica Coles
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