Literaturnachweis - Detailanzeige
| Autor/inn/en | MacArthur, Charles A.; Philippakos, Zoi A.; Ianetta, Melissa |
|---|---|
| Titel | Self-Regulated Strategy Instruction in College Developmental Writing |
| Quelle | In: Journal of Educational Psychology, 107 (2015) 3, S.855-867 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000011 |
| Schlagwörter | Quantitative Daten; Learning Strategies; Remedial Instruction; Writing Instruction; College Curriculum; Instructional Effectiveness; College Students; Writing Strategies; Quasiexperimental Design; College Faculty; Comparative Analysis; Essays; Grammar; Self Efficacy; Student Motivation; Woodcock Johnson Tests of Achievement |
| Abstract | The purpose of this study was to evaluate the effects of a curriculum for college developmental writing classes, developed in prior design research and based on self-regulated strategy instruction. Students learned strategies for planning, drafting, and revising compositions with an emphasis on using knowledge of genre organization to guide planning and self-evaluation. In addition to specific writing strategies, students learned strategies for self-regulation. This quasi-experimental study involved 13 instructors and 276 students in 19 developmental writing classes at 2 universities. The curriculum was taught for a full semester in 9 classes and compared with a business-as-usual control condition in 10 classes. Significant positive effects were found for overall quality of writing on a persuasive essay (ES = 1.22), and for length (ES = 0.71), but not for grammar. Significant positive effects were also found for self-efficacy and mastery motivation. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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