Fattori motivazionali della disposizione a scrivere. Un'indagine con alunni di classe quinta.

Motivational factors of the writing disposition: Explorative research in the primary school. This study is focused on the writing disposition. It explores the relationships among the motivational factors implied in this construct: interest, self-efficacy, self-regulation and emotions. A positive disposition to writing is an important aspect to support the cognitive effort and the complexity of the writing task. The main components of the writing disposition are: the passion including the interest, the pleasure and other emotional states, the confidence or self-efficacy and the persistence referring to the self-regulation. This explorative study as been conducted with 98 students ten years old, in the final period of the primary school. They completed a questionnaire composed by 28 items, elaborated on the Writing Dispositions Scale for Elementary and Middle School Students (Piazza, Siebert, 2008) and integrated by other writing motivational scales (Hidi, 2000; Pajares, 2003). The results point out a dynamic motivational pattern to writing of the 5th grade students, in which a high interest, the confidence in the achievement, the self-efficacy and the attitude to self-regulation converge. The will to undertake challenging tasks and positive emotions (pleasure, satisfaction, pride…) are associated often to the text production. This motivational pattern induces a positive approach to writing, sustained by an intensive engagement and a personal involvement in written tasks. Also, the motivational factors are influenced by the didactic practices of teaching writing and of evaluation text. In fact, the results highlight that the teachers’ judgments and evaluative notes influence the student’s writing disposition, particularly the confidence and the attitude to challenging tasks. The knowledge of the argument and the text type play an important role on increasing the interest and the pleasure for writing.