Children’s perspectives on writing competency: academic, personal and social influences

Abstract

Background: Research demonstrates increasingly low levels of writing motivation among primary school children. This is concerning given the central role of writing in children’s learning and educational outcomes. Self-Determination Theory (SDT) posits that motivation is underpinned by a need for autonomy, competency and relatedness (Ryan and Deci 2000); this study focuses on the competency element of SDT, providing in-depth insights into how classroom practices shape children’s perceptions of themselves as writers. Purpose: The study aimed to understand children’s perceptions of writing competency, including the factors influencing these perceptions, and the influence of classroom practices. It posed the following research questions: 1) What factors influence children’s perceptions of their writing competency? and 2) How do school-based practices influence children’s perceptions of their writing competency? Method: Individual semi-structured interviews were carried out with 24 children aged 9–11 (12 boys; 12 girls) from three culturally and linguistically diverse primary schools in England, UK. The children had varied levels of writing motivation and skill. Following data collection, an inductive thematic analysis was undertaken. Findings: Children’s perceptions of competency were themed in relation to academic, personal and social competency. Academic competency reflected perceptions of technical accuracy and academic success, while personal competency reflected feelings of enjoyment, immersion, expression, perseverance, pride, and personal growth. Meanwhile, positive feedback from others, reader interest and collaborative writing strengthened positive feelings of social competency. Conclusion: The study provides novel insights into the multifaceted and complex nature of children’s writing motivation, illustrating how academic, personal and social factors influence their perceptions of competency. Teaching approaches which simultaneously attend to these different dimensions are arguably essential to help develop children’s positive perceptions of themselves as writers.