Motivational variables, such as writing self-efficacy and writing attitudes, are not emphasized in writing frameworks for developing writers. The purpose of this research study was to extend the research literature on elementary-aged students’ writing development by examining the potential mediational role of writing self-efficacy and writing attitudes between foundational academic skills (e.g., handwriting, spelling, and executive functioning/working memory skills) and written performance. Measures of spelling, handwriting, executive function/working memory skills, writing self-efficacy, writing attitudes, and written expression were administered to 140 third-grade and fifth-grade students. In this correlational research study, a parallel mediational analysis was conducted to examine whether writing self-efficacy and writing attitudes functioned as mediating variables between transcription skills (i.e., handwriting and spelling), executive functioning/working memory ability, and students’ subsequent writing performance. Results demonstrated that neither writing self-efficacy or writing attitudes mediated the relationship between variables associated with students’ writing development. Implications of this study and directions for future research of writing self-efficacy and writing attitudes within writing development are discussed.
","abstract_html":"<p>Motivational variables, such as writing self-efficacy and writing attitudes, are not emphasized in writing frameworks for developing writers. The purpose of this research study was to extend the research literature on elementary-aged students’ writing development by examining the potential mediational role of writing self-efficacy and writing attitudes between foundational academic skills (e.g., handwriting, spelling, and executive functioning/working memory skills) and written performance. Measures of spelling, handwriting, executive function/working memory skills, writing self-efficacy, writing attitudes, and written expression were administered to 140 third-grade and fifth-grade students. In this correlational research study, a parallel mediational analysis was conducted to examine whether writing self-efficacy and writing attitudes functioned as mediating variables between transcription skills (i.e., handwriting and spelling), executive functioning/working memory ability, and students’ subsequent writing performance. Results demonstrated that neither writing self-efficacy or writing attitudes mediated the relationship between variables associated with students’ writing development. Implications of this study and directions for future research of writing self-efficacy and writing attitudes within writing development are discussed.</p>","abstract_has_math":false,"creators":["Eggleston, Brittany"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Tanya L. Eckert"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-12-22T08:00:00Z","date_published":"2020-12-22T08:00:00Z","updated_at":"2026-07-24T04:55:57Z","subjects":["elementary-aged students","handwriting","spelling","writing attitudes","writing self-efficacy","written performance","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://surface.syr.edu/etd/1207","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tanya L. Eckert"]},{"key":"dc:creator","label":"Author","values":["Eggleston, Brittany"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["elementary-aged students","handwriting","spelling","writing attitudes","writing self-efficacy","written performance","Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://surface.syr.edu/etd/1207"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Motivational variables, such as writing self-efficacy and writing attitudes, are not emphasized in writing frameworks for developing writers. The purpose of this research study was to extend the research literature on elementary-aged students’ writing development by examining the potential mediational role of writing self-efficacy and writing attitudes between foundational academic skills (e.g., handwriting, spelling, and executive functioning/working memory skills) and written performance. Measures of spelling, handwriting, executive function/working memory skills, writing self-efficacy, writing attitudes, and written expression were administered to 140 third-grade and fifth-grade students. In this correlational research study, a parallel mediational analysis was conducted to examine whether writing self-efficacy and writing attitudes functioned as mediating variables between transcription skills (i.e., handwriting and spelling), executive functioning/working memory ability, and students’ subsequent writing performance. Results demonstrated that neither writing self-efficacy or writing attitudes mediated the relationship between variables associated with students’ writing development. Implications of this study and directions for future research of writing self-efficacy and writing attitudes within writing development are discussed.
"]},{"key":"dc:title","label":"Title","values":["Examining the Mediational Role of Writing Motivation in the Writing Development of Elementary-Aged Students"]}]}],"canonical_facts":{"dc:contributor":["Tanya L. Eckert"],"dc:creator":["Eggleston, Brittany"],"dc:description.abstract":["Motivational variables, such as writing self-efficacy and writing attitudes, are not emphasized in writing frameworks for developing writers. The purpose of this research study was to extend the research literature on elementary-aged students’ writing development by examining the potential mediational role of writing self-efficacy and writing attitudes between foundational academic skills (e.g., handwriting, spelling, and executive functioning/working memory skills) and written performance. Measures of spelling, handwriting, executive function/working memory skills, writing self-efficacy, writing attitudes, and written expression were administered to 140 third-grade and fifth-grade students. In this correlational research study, a parallel mediational analysis was conducted to examine whether writing self-efficacy and writing attitudes functioned as mediating variables between transcription skills (i.e., handwriting and spelling), executive functioning/working memory ability, and students’ subsequent writing performance. Results demonstrated that neither writing self-efficacy or writing attitudes mediated the relationship between variables associated with students’ writing development. Implications of this study and directions for future research of writing self-efficacy and writing attitudes within writing development are discussed.
"],"dc:identifier":["https://surface.syr.edu/etd/1207"],"dc:subject":["elementary-aged students","handwriting","spelling","writing attitudes","writing self-efficacy","written performance","Social and Behavioral Sciences"],"dc:title":["Examining the Mediational Role of Writing Motivation in the Writing Development of Elementary-Aged Students"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T04:55:57Z"}