Berne, J. (2009). The writing-rich high school classroom: Engaging students in the writing workshop. Guilford Press.
Boscolo, P., & Gelati, C. (2007). Best practices in promoting motivation for writing. Best practices in writing instruction, 202-221.
Boscolo, P., & Hidi, S. (2006). The multiple meanings of motivation to write. In Writing and motivation (pp. 1-14). Brill.
Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational psychologist, 35(1), 25-37.
Bruning, R., & Kauffman, D. F. (2015). Self-efficacy beliefs and motivation in writing development. Handbook of writing research, 2, 160-173.
Camacho, A., Alves, R. A., & Boscolo, P. (2020). Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century. Educational Psychology Review, 1-35.
Camping, A., Graham, S., Ng, C., Atiken, A., Wilson, J., & Wdowin, J. (2019). Writing motivational incentives of middle school emergent bilingual students. Journal of Second Language Writing. Manuscript submitted for publication.
Collie, R. J., Martin, A. J., & Curwood, J. S. (2016). Multidimensional motivation and engagement for writing: Construct validation with a sample of boys. Educational Psychology, 36(4), 771-791.
Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing writing, 28, 43-56.
De Smedt, F., Graham, S., & Van Keer, H. (2019). The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance. The Journal of Educational Research, 112(2), 152-167.
García, J. N., & de Caso, A. M. (2006). Changes in writing self-efficacy and writing products and processes through specific training in the self-efficacy beliefs of students with learning disabilities. Learning Disabilities: A Contemporary Journal, 4(2), 1-27.
Graham, S., Berninger, V., & Fan, W. (2007). The structural relationship between writing attitude and writing achievement in first and third grade students. Contemporary educational psychology, 32(3), 516-536.
Graham, S., Harris, K. R., Fishman, E., Houston, J., Wijekumar, K., Lei, P. W., & Ray, A. B. (2019). Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. The Elementary School Journal, 119(3), 487-510.
Graham, S., Harris, K. R., Kiuhara, S. A., & Fishman, E. J. (2017). The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers. The Elementary School Journal, 118(1), 82-104.
Hall, A. H., & Grisham-Brown, J. (2011). Writing development over time: Examining preservice teachers' attitudes and beliefs about writing. Journal of Early Childhood Teacher Education, 32(2), 148-158.
Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American educational research journal, 43(2), 295-340.
Hidi, S., & Boscolo, P. (2006). Motivation and writing. Handbook of writing research, 144(157), 304-310.
Klassen, R. (2002). Writing in early adolescence: A review of the role of self-efficacy beliefs. Educational psychology review, 14(2), 173-203.
Lam, S. F., & Law, Y. K. (2007). The roles of instructional practices and motivation in writing performance. The journal of experimental education, 75(2), 145-164.
Lo, J., & Hyland, F. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing, 16(4), 219-237.
MacArthur, C. A., Philippakos, Z. A., & Graham, S. (2016). A multicomponent measure of writing motivation with basic college writers. Learning Disability Quarterly, 39(1), 31-43.
Magnifico, A. M. (2010). Writing for whom? Cognition, motivation, and a writer's audience. Educational psychologist, 45(3), 167-184.
Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of school psychology, 44(5), 351-373.
Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199.
Moore, S. (2003). Writers' retreats for academics: Exploring and increasing the motivation to write. Journal of further and higher education, 27(3), 333-342.
Narciss, S., & Huth, K. (2006). Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction. Learning and Instruction, 16(4), 310-322.
Nolen, S. B. (2006). The role of literate communities in the development of children's interest in writing. In Writing and motivation (pp. 239-255). Brill.
Nolen, S. B. (2007). Young children's motivation to read and write: Development in social contexts. Cognition and instruction, 25(2-3), 219-270.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139-158.
Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary educational psychology, 25(4), 406-422.
Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 104-120.
Piazza, C. L., & Siebert, C. F. (2008). Development and validation of a writing dispositions scale for elementary and middle school students. The Journal of Educational Research, 101(5), 275-286.
Prat-Sala, M., & Redford, P. (2012). Writing essays: Does self-efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students’ performance in essay writing. Educational Psychology, 32(1), 9-20.
Proske, A., Roscoe, R. D., & McNamara, D. S. (2014). Game-based practice versus traditional practice in computer-based writing strategy training: effects on motivation and achievement. Educational Technology Research and Development, 62(5), 481-505.
Ross, M., Perkins, H., & Bodey, K. (2016). Academic motivation and information literacy self-efficacy: The importance of a simple desire to know. Library & information science research, 38(1), 2-9.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading &Writing Quarterly, 19(2), 159-172.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & writing quarterly, 23(1), 7-25.
Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386.
Tang, C., & Liu, Y. T. (2018). Effects of indirect coded corrective feedback with and without short affective teacher comments on L2 writing performance, learner uptake and motivation. Assessing Writing, 35, 26-40.
Tate, T. & Warschauer, M. (2018). Going Beyond “That Was Fun”: Measuring Writing Motivation, Journal of Writing Analytics, 2, 257-279.
Truax, M. L. (2018). The impact of teacher language and growth mindset feedback on writing motivation. Literacy Research and Instruction, 57(2), 135-157.
Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing, 26(1), 17-44.
Troia, G. A., Shankland, R. K., & Wolbers, K. A. (2012). Motivation research in writing: Theoretical and empirical considerations. Reading & Writing Quarterly, 28(1), 5-28.
Van Blankenstein, F. M., Saab, N., Van der Rijst, R. M., Danel, M. S., Bakker-van den Berg, A. S., & Van den Broek, P. W. (2019). How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project?. Educational Studies, 45(2), 209-225.
Villalón, R., Mateos, M., & Cuevas, I. (2015). High school boys’ and girls’ writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?. Educational Psychology, 35(6), 653-674.
Waller, L., & Papi, M. (2017). Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing, 35, 54-65.
Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109.
Wright, K. L., Hodges, T. S., & McTigue, E. M. (2019). A validation program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey: A measure of adolescents' motivation toward writing. Assessing Writing, 39, 64-78.
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary educational psychology.
Boscolo, P., & Gelati, C. (2007). Best practices in promoting motivation for writing. Best practices in writing instruction, 202-221.
Boscolo, P., & Hidi, S. (2006). The multiple meanings of motivation to write. In Writing and motivation (pp. 1-14). Brill.
Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational psychologist, 35(1), 25-37.
Bruning, R., & Kauffman, D. F. (2015). Self-efficacy beliefs and motivation in writing development. Handbook of writing research, 2, 160-173.
Camacho, A., Alves, R. A., & Boscolo, P. (2020). Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century. Educational Psychology Review, 1-35.
Camping, A., Graham, S., Ng, C., Atiken, A., Wilson, J., & Wdowin, J. (2019). Writing motivational incentives of middle school emergent bilingual students. Journal of Second Language Writing. Manuscript submitted for publication.
Collie, R. J., Martin, A. J., & Curwood, J. S. (2016). Multidimensional motivation and engagement for writing: Construct validation with a sample of boys. Educational Psychology, 36(4), 771-791.
Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing writing, 28, 43-56.
De Smedt, F., Graham, S., & Van Keer, H. (2019). The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance. The Journal of Educational Research, 112(2), 152-167.
García, J. N., & de Caso, A. M. (2006). Changes in writing self-efficacy and writing products and processes through specific training in the self-efficacy beliefs of students with learning disabilities. Learning Disabilities: A Contemporary Journal, 4(2), 1-27.
Graham, S., Berninger, V., & Fan, W. (2007). The structural relationship between writing attitude and writing achievement in first and third grade students. Contemporary educational psychology, 32(3), 516-536.
Graham, S., Harris, K. R., Fishman, E., Houston, J., Wijekumar, K., Lei, P. W., & Ray, A. B. (2019). Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. The Elementary School Journal, 119(3), 487-510.
Graham, S., Harris, K. R., Kiuhara, S. A., & Fishman, E. J. (2017). The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers. The Elementary School Journal, 118(1), 82-104.
Hall, A. H., & Grisham-Brown, J. (2011). Writing development over time: Examining preservice teachers' attitudes and beliefs about writing. Journal of Early Childhood Teacher Education, 32(2), 148-158.
Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American educational research journal, 43(2), 295-340.
Hidi, S., & Boscolo, P. (2006). Motivation and writing. Handbook of writing research, 144(157), 304-310.
Klassen, R. (2002). Writing in early adolescence: A review of the role of self-efficacy beliefs. Educational psychology review, 14(2), 173-203.
Lam, S. F., & Law, Y. K. (2007). The roles of instructional practices and motivation in writing performance. The journal of experimental education, 75(2), 145-164.
Lo, J., & Hyland, F. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing, 16(4), 219-237.
MacArthur, C. A., Philippakos, Z. A., & Graham, S. (2016). A multicomponent measure of writing motivation with basic college writers. Learning Disability Quarterly, 39(1), 31-43.
Magnifico, A. M. (2010). Writing for whom? Cognition, motivation, and a writer's audience. Educational psychologist, 45(3), 167-184.
Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of school psychology, 44(5), 351-373.
Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199.
Moore, S. (2003). Writers' retreats for academics: Exploring and increasing the motivation to write. Journal of further and higher education, 27(3), 333-342.
Narciss, S., & Huth, K. (2006). Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction. Learning and Instruction, 16(4), 310-322.
Nolen, S. B. (2006). The role of literate communities in the development of children's interest in writing. In Writing and motivation (pp. 239-255). Brill.
Nolen, S. B. (2007). Young children's motivation to read and write: Development in social contexts. Cognition and instruction, 25(2-3), 219-270.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139-158.
Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary educational psychology, 25(4), 406-422.
Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 104-120.
Piazza, C. L., & Siebert, C. F. (2008). Development and validation of a writing dispositions scale for elementary and middle school students. The Journal of Educational Research, 101(5), 275-286.
Prat-Sala, M., & Redford, P. (2012). Writing essays: Does self-efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students’ performance in essay writing. Educational Psychology, 32(1), 9-20.
Proske, A., Roscoe, R. D., & McNamara, D. S. (2014). Game-based practice versus traditional practice in computer-based writing strategy training: effects on motivation and achievement. Educational Technology Research and Development, 62(5), 481-505.
Ross, M., Perkins, H., & Bodey, K. (2016). Academic motivation and information literacy self-efficacy: The importance of a simple desire to know. Library & information science research, 38(1), 2-9.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading &Writing Quarterly, 19(2), 159-172.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & writing quarterly, 23(1), 7-25.
Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386.
Tang, C., & Liu, Y. T. (2018). Effects of indirect coded corrective feedback with and without short affective teacher comments on L2 writing performance, learner uptake and motivation. Assessing Writing, 35, 26-40.
Tate, T. & Warschauer, M. (2018). Going Beyond “That Was Fun”: Measuring Writing Motivation, Journal of Writing Analytics, 2, 257-279.
Truax, M. L. (2018). The impact of teacher language and growth mindset feedback on writing motivation. Literacy Research and Instruction, 57(2), 135-157.
Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing, 26(1), 17-44.
Troia, G. A., Shankland, R. K., & Wolbers, K. A. (2012). Motivation research in writing: Theoretical and empirical considerations. Reading & Writing Quarterly, 28(1), 5-28.
Van Blankenstein, F. M., Saab, N., Van der Rijst, R. M., Danel, M. S., Bakker-van den Berg, A. S., & Van den Broek, P. W. (2019). How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project?. Educational Studies, 45(2), 209-225.
Villalón, R., Mateos, M., & Cuevas, I. (2015). High school boys’ and girls’ writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?. Educational Psychology, 35(6), 653-674.
Waller, L., & Papi, M. (2017). Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing, 35, 54-65.
Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109.
Wright, K. L., Hodges, T. S., & McTigue, E. M. (2019). A validation program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey: A measure of adolescents' motivation toward writing. Assessing Writing, 39, 64-78.
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary educational psychology.
