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Writing Motivation Profiles Among Diverse Adolescents: A Mixed Methods Study
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DOI：10.1080/10888438.2026.2618098.png)
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Abstract
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Writing motivation is closely linked to writing performance, yet both decline in early adolescence. Understanding heterogeneity in writing motivation and its relationship to performance is critical. This study used a person-centered, mixed methods approach to identify profiles of writing motivation among middle school students.
Phase 1 used latent profile analysis with 2,534 students (50% female; 31.49% sixth grade; 44.99% White non-Hispanic). Phase 2 involved semi-structured interviews with 27 students representing all profiles, analyzed using thematic analysis. Phase 3 integrated quantitative and qualitative findings into meta-inferences.
Four profiles were identified. Personal interest writers, motivated by curiosity and perceived personal benefit. Self-expression writers, sought emotional expression and connection with readers. Performance writers, motivated by grades and competition. Non-specific writers, showed high motivation but no dominant motivational driver.
Students valued diverse motives for writing, resulting in distinct motivational profiles that differed in demographic composition and writing performance.
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