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<p>Writing is a complex process integrating cognitive, linguistic–literacy, and motivational components, with motivation often considered central to engagement. However, its relation to writing quality remains unclear, particularly alongside other contributing factors. This study examined the role of writing motivation in argumentative text quality among Grade 4 (n = 50) and Grade 6 (n = 65) Hebrew-speaking students, in relation to grade level, literacy-related skills, and writing habits. Students completed a writing motivation questionnaire, reported out-of-school writing frequency and genre diversity, and were assessed on lexical knowledge, word reading, and spelling. They also produced a timed argumentative text evaluated for content, organization, syntax, coherence, vocabulary, and writing conventions. Results revealed clear grade-level differences: Grade 6 students produced substantially higher-quality texts, whereas Grade 4 students reported higher overall and intrinsic motivation. Literacy-related skills—particularly lexical knowledge, spelling accuracy, and reading rate—were significantly associated with text quality. In contrast, writing motivation and writing habits were not consistently related to text quality across the sample. Regression analyses showed that grade level accounted for a substantial portion of the variance (46.3%), with literacy skills adding further explanatory power (7.7%). Motivation and writing habits did not contribute unique variance. A small interaction between grade and motivation (1.7%) indicated differences across grades, but this pattern was not reliable within each grade. Overall, the findings point to a dissociation between motivational patterns and writing performance, suggesting that writing motivation is not an independent predictor of argumentative text quality.</p>

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The different nature of the relationship between writing motivation and argumentative text quality among Hebrew-speaking children in grades 4 and 6

  • 期刊论文

  • 发表日期：

    2026年6月18日

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  • Sara Zadunaisky Ehrlich,
  • Michal Shany,
  • Angelina Sukhoy-Abu Hamad

摘要

Writing is a complex process integrating cognitive, linguistic–literacy, and motivational components, with motivation often considered central to engagement. However, its relation to writing quality remains unclear, particularly alongside other contributing factors. This study examined the role of writing motivation in argumentative text quality among Grade 4 (n = 50) and Grade 6 (n = 65) Hebrew-speaking students, in relation to grade level, literacy-related skills, and writing habits. Students completed a writing motivation questionnaire, reported out-of-school writing frequency and genre diversity, and were assessed on lexical knowledge, word reading, and spelling. They also produced a timed argumentative text evaluated for content, organization, syntax, coherence, vocabulary, and writing conventions. Results revealed clear grade-level differences: Grade 6 students produced substantially higher-quality texts, whereas Grade 4 students reported higher overall and intrinsic motivation. Literacy-related skills—particularly lexical knowledge, spelling accuracy, and reading rate—were significantly associated with text quality. In contrast, writing motivation and writing habits were not consistently related to text quality across the sample. Regression analyses showed that grade level accounted for a substantial portion of the variance (46.3%), with literacy skills adding further explanatory power (7.7%). Motivation and writing habits did not contribute unique variance. A small interaction between grade and motivation (1.7%) indicated differences across grades, but this pattern was not reliable within each grade. Overall, the findings point to a dissociation between motivational patterns and writing performance, suggesting that writing motivation is not an independent predictor of argumentative text quality.