이 연구는 중학생의 쓰기 동기 수준 및 성별에 따라 쓰기 수행의 차이가 어떻게 달라지는가를 탐색하는 데 목적이 있다. 이를 위하여 대전, 경기, 전라 지역의 중학생 435명으로부터 쓰기 동기 및 쓰기 수행 자료를 수집하여 분석하였다. 그 결과 쓰기 동기가 높은 학생과 쓰기 동기가 낮은 학생들의 쓰기 수행에서 통계적으로 유의한 차이를 발견하였다. 쓰기 동기 수준에 따른 쓰기 수행은 전체 점수뿐만 아니라 내용, 조직, 표현 및 어법 등 하위 요인에서도 통계적으로 유의한 차이를 보였다. 이로써 쓰기 동기가 쓰기 수행에 영향을 미치는 주요 요인이라는 점을 확인할 수 있었다. 한편 성별에 따라서 쓰기 수행의 차이가 있는지 확인한 결과, 남학생과 여학생의 쓰기 수행의 차이가 통계적으로 유의한 것으로 분석되었다. 하위 요인 분석에서 조직 요인을 제외한 내용, 표현 및 어법에서 통계적으로 유의한 차이를 발견하였다. 성별 차이 분석에서 특기할 사항은 여학생들의 경우 쓰기 수행 점수가 학년이 올라가도 정체되는 현상을 보이며, 남학생들은 중학교 3학년에서 쓰기 수행 점수가 감소한다는 사실이다. 중학생들의 성공적인 쓰기 수행을 위해 쓰기 동기 및 성별의 차이에 주목한 교육적 처치가 필요함을 시사한다.

The purpose of this paper is to analyze the writing motivation level and gender differences on writing performance in middle school students. To this end, the survey of writing motivation and writing performance have been carried out with 435 students in DeaJeon, Gyonggi, and Jeonra, and then the collected data have been analyzed. There was a statistically significant difference between the students who have a high writing motivation and the students who have a low writing motivation on writing performance score. In addition, the difference in sub-factor's score―content, organization, expression and usage was statistically significant. This result is enough to show that writing motivation have a important effect on writing performance. Also, female's mean score was higher than the male's in middle school students' writing performance. And there were statistically significant difference in these groups. In all sub-factors, not organization, female got higher mean scores than male did, the difference was statistically significant. In case of female, writing performance score show little improvement in higher grades. In case of male, writing performance score is lower in middle school 3 grade. The conclusion means that it should be considered of writing motivation and gender difference for more successful writing performance in writing education.

The purpose of this paper is to analyze the writing motivation level and gender differences on writing performance in middle school students. To this end, the survey of writing motivation and writing performance have been carried out with 435 students in DeaJeon, Gyonggi, and Jeonra, and then the collected data have been analyzed. There was a statistically significant difference between the students who have a high writing motivation and the students who have a low writing motivation on writing performance score. In addition, the difference in sub-factor's score―content, organization, expression and usage was statistically significant. This result is enough to show that writing motivation have a important effect on writing performance. Also, female's mean score was higher than the male's in middle school students' writing performance. And there were statistically significant difference in these groups. In all sub-factors, not organization, female got higher mean scores than male did, the difference was statistically significant. In case of female, writing performance score show little improvement in higher grades. In case of male, writing performance score is lower in middle school 3 grade. The conclusion means that it should be considered of writing motivation and gender difference for more successful writing performance in writing education.

writing motivation, level of writing motivation, writing performance, gender difference