Der SMisK – ein Fragebogen zur Erfassung der Schreibmotivation im schulischen Kontext
DOI:
https://doi.org/10.21248/dideu.682Keywords:
writing motivation, composing competences, text production, self-efficacy expectations, Expectancy-Value-Theory, writing at schoolAbstract
In empirical research on text production, writing motivation has received much less attention than, for example, cognitive components, even though writing motivation has a high degree of relevance according to theoretical models and previous empirical findings. Internationally, scales for the assessment of writing motivation exist that operationalize individual dimensions of the construct, but do not represent it completely. There is no standardized instrument for German-speaking countries. The SMisK questionnaire presented in this paper aims to fill this gap. The questionnaire based on the Expectancy-Value-Theory, is oriented towards internationally established scales, and operationalizes writing motivation quite comprehensively on the basis of six dimensions. The questionnaire was tested empirically on a sample of 520 students. The results show that the assumed factorial structure can be confirmed, that the scales have at least satisfactory consistency, that their intercorrelations are adequate and that the presuppositions of validity are fulfilled. Possible domains of application and existing limitations of the SMisK are discussed.
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