Bailey, D., Almusharraf, N., & Hatcher, R. (2020). Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies, 1-21.
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.
Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 1-27.
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.
Efverlund, Y., & Wachtmeister, W. (2021). The Effectiveness of using L2 Creative Writing in the Classroom to support Autonomous Learning and Motivation.
Eggleston, B. (2020). Examining the Mediational Role of Writing Motivation in the Writing Development of Elementary-Aged Students (Doctoral dissertation, Syracuse University).
Floranti, A. D., & Adiantika, H. N. (2021). The Correlation between EFL Students’ Attitudes towards Their Writing Ability:(A Case Study at First Grade of One Senior High School in Bandung). Biormatika: Jurnal ilmiah fakultas keguruan dan ilmu pendidikan, 7(1), 1-10.
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., Camping, A., Harris, K. R., Aitken, A. A., Wilson, J. M., Wdowin, J., & Ng, C. (2021). Writing and Writing Motivation of Students Identified as English Language Learners. International Journal of TESOL Studies, 3(1), 1-14.
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.
Jiang, L., Zhang, S., Li, X., & Luo, F. (2021). How grit influences high school students’ academic performance and the mediation effect of academic self-efficacy and cognitive learning strategies. Current Psychology, 1-10.
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.
Latif, M. M. A. (2020). Writing Motivation Research, Measurement and Pedagogy. Routledge.
Linares, R. E. Creating and Navigating a Transborder Writing Space: One Multilingual Adolescent’s Take‐Up of Dialogue Journaling in an English‐Medium Classroom. Reading Research Quarterly.
Ling, G., Elliot, N., Burstein, J. C., McCaffrey, D. F., MacArthur, C. A., & Holtzman, S. (2021). Writing motivation: A validation study of self-judgment and performance. Assessing Writing, 48, 100509.
Linh, P. T. D., Yen, T. H., Quynh, T. T., Nguyet, H. T. A., & Oanh, H. T. (2021). The students' perceptions on the use of genre-based approaches for teaching writing at UNETI. International Journal of Innovation Scientific Research and Review. 3(1), pp. 742-757.
Liou, H. C., & Liu, S. Y. (2021). 3 Exploring the relationships between English writing motivation and uptake of corpus-aided corrective feedback. Corpora in ESP/EAP Writing Instruction: Preparation, Exploitation, Analysis, 57.
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.
Ng, C., Graham, S., Lau, K. L., Liu, X., & Tang, K. Y. (2021). Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses. International Journal of Educational Research, 107, 101751.
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.
Rahayu, R. A. P. (2021). Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation. SALEE: Study of Applied Linguistics and English Education, 2(01).
Salas, N., Birello, M., & Ribas, T. (2020). Effectiveness of an SRSD writing intervention for low-and high-SES children. Reading and Writing, 1-28.
Schmidt, T. R. (2021). At-Risk College Freshmen's Perceptions of High School Writing and Its Influence on Students' Writing Self-Efficacy and College Level Writing Products (Doctoral dissertation, Cardinal Stritch University).
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.
Ward, E. (2021). Easing stress: Contract grading’s impact on adolescents’ perceptions of workload demands, time constraints, and challenge appraisal in high school English. Assessing Writing, 48, 100526.
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.
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.
Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 1-27.
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.
Efverlund, Y., & Wachtmeister, W. (2021). The Effectiveness of using L2 Creative Writing in the Classroom to support Autonomous Learning and Motivation.
Eggleston, B. (2020). Examining the Mediational Role of Writing Motivation in the Writing Development of Elementary-Aged Students (Doctoral dissertation, Syracuse University).
Floranti, A. D., & Adiantika, H. N. (2021). The Correlation between EFL Students’ Attitudes towards Their Writing Ability:(A Case Study at First Grade of One Senior High School in Bandung). Biormatika: Jurnal ilmiah fakultas keguruan dan ilmu pendidikan, 7(1), 1-10.
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., Camping, A., Harris, K. R., Aitken, A. A., Wilson, J. M., Wdowin, J., & Ng, C. (2021). Writing and Writing Motivation of Students Identified as English Language Learners. International Journal of TESOL Studies, 3(1), 1-14.
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.
Jiang, L., Zhang, S., Li, X., & Luo, F. (2021). How grit influences high school students’ academic performance and the mediation effect of academic self-efficacy and cognitive learning strategies. Current Psychology, 1-10.
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.
Latif, M. M. A. (2020). Writing Motivation Research, Measurement and Pedagogy. Routledge.
Linares, R. E. Creating and Navigating a Transborder Writing Space: One Multilingual Adolescent’s Take‐Up of Dialogue Journaling in an English‐Medium Classroom. Reading Research Quarterly.
Ling, G., Elliot, N., Burstein, J. C., McCaffrey, D. F., MacArthur, C. A., & Holtzman, S. (2021). Writing motivation: A validation study of self-judgment and performance. Assessing Writing, 48, 100509.
Linh, P. T. D., Yen, T. H., Quynh, T. T., Nguyet, H. T. A., & Oanh, H. T. (2021). The students' perceptions on the use of genre-based approaches for teaching writing at UNETI. International Journal of Innovation Scientific Research and Review. 3(1), pp. 742-757.
Liou, H. C., & Liu, S. Y. (2021). 3 Exploring the relationships between English writing motivation and uptake of corpus-aided corrective feedback. Corpora in ESP/EAP Writing Instruction: Preparation, Exploitation, Analysis, 57.
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.
Ng, C., Graham, S., Lau, K. L., Liu, X., & Tang, K. Y. (2021). Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses. International Journal of Educational Research, 107, 101751.
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.
Rahayu, R. A. P. (2021). Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation. SALEE: Study of Applied Linguistics and English Education, 2(01).
Salas, N., Birello, M., & Ribas, T. (2020). Effectiveness of an SRSD writing intervention for low-and high-SES children. Reading and Writing, 1-28.
Schmidt, T. R. (2021). At-Risk College Freshmen's Perceptions of High School Writing and Its Influence on Students' Writing Self-Efficacy and College Level Writing Products (Doctoral dissertation, Cardinal Stritch University).
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.
Ward, E. (2021). Easing stress: Contract grading’s impact on adolescents’ perceptions of workload demands, time constraints, and challenge appraisal in high school English. Assessing Writing, 48, 100526.
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.
