Literaturnachweis - Detailanzeige
| Autor/inn/en | Limpo, Teresa; Alves, Rui A. |
|---|---|
| Titel | Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality |
| Quelle | In: Journal of Educational Psychology, 105 (2013) 2, S.401-413 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/a0031391 |
| Schlagwörter | Grades (Scholastic); Self Efficacy; Spelling; Handwriting; Elementary School Students; Secondary School Students; Structural Equation Models; Metacognition; Skill Development; Revision (Written Composition); Writing Skills; Foreign Countries; Prediction; Measures (Individuals); Portugal |
| Abstract | Writing is a complex activity that requires transcription and self-regulation. We used multiple-group structural equation modeling to test the contribution of transcription (handwriting and spelling), planning, revision, and self-efficacy to writing quality at 2 developmental points (Grades 4-6 vs. 7-9). In Grades 4-6, the model explained 76% of the variance in writing quality, and transcription contributed directly to text generation. This finding suggests that, for younger students, handwriting and spelling were the strongest constraints to text generation. In Grades 7-9, the model explained 82% of the variance in writing quality. Although transcription did not contribute directly to text generation, it contributed indirectly through planning and self-efficacy. The progressive automatization of transcription throughout school years may contribute to the acquisition and development of self-regulatory skills, which, in turn, positively influence the quality of text generation. Explicit instruction and practice in handwriting, spelling, planning, and revising along with nurturing of realistic self-efficacy beliefs may facilitate writing development beyond primary years of schooling. (Contains 1 figure and 4 tables.) (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
