International Journal of Psychological Research, 2010. Vo. 3. No. 2.
ISSN impresa (printed) 2011-2084
ISSN electrónica (electronic) 2011-2079
Dutta Roy, D. (2010). Construct validity of writing motivation Questionnaire.
International Journal of Psychological Research, 3(2), 6-11.

6 International Journal of Psychological Research

Construct validity of writing motivation Questionnaire

Validación del cuestionario de motivación a la escritura

Devdulal Dutta Roy
Indian Statistical Institute

ABSTRACT

The article reports results of two consecutive studies designed to understand construct validity of writing motivation
and to examine its utility in the prediction of academic achievement. In first study, data were collected from 884 students of
primary education through writing motivation questionnaire with seven domains (Dutta Roy, 2003). Correspondence
analysis reveals two latent traits (intrinsic and extrinsic) of writing motivation. In the second study, writing motivation
questionnaire was administered to 200 students and their academic performances in schools were collected. Results reveal
inverse relation between latent traits. Composite scores of intrinsic writing motivation were positively and those of extrinsic
writing motivation were negatively correlated with academic performance..

Key words: Writing motivation, validity, academic performance, primary education.

RESUMEN

Esta investigación reporta los resultados de dos estudios consecutivos diseñados para entender la validez del constructo
de la motivación a la escritura y examina su utilidad en la predicción del rendimiento académico. En el primer estudio, los
datos fueron obtenidos de 884 estudiantes de educación primaria a través del cuestionario de motivación a la escritura con
siete dominios (Dutta Roy, 2003). Los análisis de correspondencia evidenciaron dos categorías latentes (intrínsecas y
extrínsecas) de la motivación a la escritura. En el segundo estudio, el cuestionario de motivación a a escritura fue aplicado
a 200 estudiantes y en los cuales se obtuvo además el registro de su rendimiento académico. Los resultados revelaron
una relación inversa entre las categorías latentes. Los puntajes obtenidos para la motivación intrínseca a la escritura
estuvieron positivamente asociados, mientras que los observados para la motivación extrínseca a la escritura se
correlacionaron negativamente con el rendimiento académico.

Palabras clave: Motivación a la escritura, validación, rendimiento académico, educación primaria .










Artículo recibido/Article received: Septiembre, 2010/September, 2010, Artículo aceptado/Article accepted: Noviembre 2010/November 2010
Dirección correspondencia/Mail Address:
Devdulal Dutta Roy. Indian Statistical Institute. Psychology Research Unit. 203, B.T.Road, Kolkata India-700108. Email: ddroy@isical.ac.in



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International Journal of Psychological Research, 2009. Vo. 3. No. 2.
ISSN impresa (printed) 2011-2084
ISSN electrónica (electronic) 2011-2079
Dutta Roy, D. (2010). Construct validity of writing motivation Questionnaire.
International Journal of Psychological Research, 3(2), XX-XX.

International Journal of Psychological Research

7
Development of any theoretical construct requires
examination of construct validity. Construct validity is a
necessary condition for theory development and testing. It
pertains to the degree of correspondence between constructs
and measures. The extent to which the questionnaire
measures a theoretical construct for which the questionnaire
has been developed is called construct validity. High
construct validity indicates higher accounting of variances
from the same construct by the sets of variables measured
by questionnaire.

Every variable is likely to reflect a variety of
constructs as well as purely random error. The following
equation illustrates this fact (Judd, 1981) :

Y=C1+C2+…………………..Cn+E

Where Y refers to measured variable, the set of C
refers to a set of unmeasured theoretical constructs that
contribute to variation in Y. And E refers to the random
error or simply ‘noise’ in the measurement of Y. Factorial,
convergent and discriminant validities are three basic
techniques to assess construct validity. Factor analysis is
used for extracting latent traits or factors. Correspondence
analysis instead of usual factor analysis provides
information about latent traits through correspondence map.
Correspondence map provides extent of closeness among
sets of variables. Close locations occur when the variables
are interrelated with each other. The higher the inter
correlations, the higher the correspondence as variances of
variables occupy same places on the map. Therefore, based
on extent of locations, one can assume latent traits or
factors. Hierarchical cluster analysis is also another
statistical model to explore latent relation among
psychological traits. Using Euclidean distance matrix, it
extracts latent phenomenon. Study 1 tends to explore latent
traits of writing motivation.

Writing motivation: Writing serves as an
instrumental tool at the primary educational level, because,
in addition to providing a vehicle of self-expression and
critical analysis, it provides purposeful hardship more
toward academic achievement by organizing thoughts in a
systematic manner. Writing motivation is a process through
which an individual energizes to express ideas in writing.
Motivation to write comes from appraisal of cognitions
(Dutta Roy, 2004). A questionnaire was developed by Dutta
Roy (2003) to assess 7 domains of writing motivation.
These are writing for documentation (wDoc), emotional
expression (wEmo), creative expression (wCrea), mastery
over writing (wAch), being loved by others (wAff), being
recognized by others (wRecog), and being punished by
others (wPunish). Current study examined latent relations
among seven subtests or traits of writing motivation.
Validation of latent traits was examined using convergent
and discriminant properties of writing motivation in study
2.

STUDY 1

Objective of this study was to explore latent traits of
writing motivation questionnaire. Latent traits indicate
underlying relation among inter related variables. This is
important for theory development.

METHODS

Sample

Sampling was done in two stages - (a) selection of
sample schools from four school types - Government,
Government aided, corporation and Missionary schools
under the West Bengal Board of Primary Education (b)
selection of sample students. For selection of sample
schools lists of government, Government aided, Kolkata
Corporation and Missionary schools were collected from
different sources -Calcutta District Primary School Council,
Calcutta Municipal Corporation and Police stations of
different areas. Data were collected from 3 Government
schools, 5 schools financially aided by the Government of
West Bengal, 7 schools of Kolkata Corporation and 3
missionary schools under the West Bengal Board of
Primary Education. In sampling, attention was paid to the
equal representation of schools across north, south, east,
west and central Kolkata. Finally 884 data were collected
from students of Government, Government aided,
corporation and of Missionary schools. Thus simple
stratified random sampling was followed in sampling the
students from 4 strata - 5 zones of Kolkata (North, South,
Central, East, and West) X 4 school types ( Government,
Government-aided, Corporation and Missionary schools) X
2 grades (grades III and IV) X 2 genders (boy and girl).

Instrument

Writing motivation questionnaire or WMQ (Dutta
Roy, 2003) includes 42 questions measuring 7 writing
motives – wDoc, wEmo, wAch, wCrea, wRecog, wAff,
wPunish. Scoring is based on subjects’ preference to
number of alternative answers for each category of variable.
For each variable, maximum possible score is six and the
minimum possible score is zero. Some items of the
questionnaire are given below:

1. Your language teacher asks you to write a letter to one of
your friends about the annual function of your school. What
will you write in the letter?

(a) Complete description of the ceremony
(b) My pleasant feeling about the occasion