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

Clarence Ng*, Steve Graham, Kit-Ling Lau, Xinghua Liu, Kit-Yi Tang*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

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.
Original languageEnglish
Article number101751
Number of pages17
JournalInternational Journal of Educational Research
Volume107
Early online date3 Mar 2021
DOIs
Publication statusPublished - 2021

User-Defined Keywords

  • writing motivation
  • writing self-efficacy
  • writing motives
  • Chinese

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