The Impact of Self-Assessment, Planning and Goal Setting, and Reflection before and after Revision on Student Self-Efficacy and Writing Performance

Autor/inn/en	Chung, Huy Q.; Chen, Vicky; Olson, Carol Booth
Titel	The Impact of Self-Assessment, Planning and Goal Setting, and Reflection before and after Revision on Student Self-Efficacy and Writing Performance
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 7, S.1885-1913 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chung, Huy Q.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10186-x
Schlagwörter	Self Evaluation (Individuals); Planning; Goal Orientation; Reflection; Revision (Written Composition); Writing Skills; Writing Achievement; Intervention; Program Effectiveness; Self Efficacy; Essays; Grade 6; Urban Schools; Language Proficiency; California (Irvine) + Suchen Sie Ihr Suchwort? Ablaufplanung; Planungsprozess; Zielorientierung; Zielvorstellung; Korrektur; Writing skill; Schreibfertigkeit; Self-efficacy; Selbstwirksamkeit; Essay; Aufsatzunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Language skill; Language skills; Sprachkompetenz
Abstract	Writing on-demand, text-based analytical essays is a challenging skill to master. Novice writers, such as the sixth grade US students in this study, may lack background knowledge of how to compose an effective essay, the self-efficacy skills, and the goal setting skills that will help with completing this task in accomplished ways. This sequential mixed-method study explored the impact of guiding a predominantly Redesignated English Learner group of students in a large, urban, low-SES school district in a timed, on-demand essay into a multiple draft process paper through a self-assessment, planning and goal setting, and reflection process as they revised this process paper over a three week period. Both treatment and comparison students completed a pre-test on demand writing assessment, a pre and post self-efficacy in writing survey, and a post-test on demand writing assessment. Students in both conditions were participating in a year-long writing intervention called The Pathway to Academic Success, developed and implemented by the UC Irvine site of the National Writing Project (UCI Writing Project), during the 2017-2018 school year and received identical training from their teachers on how to revise a pre-test essay. However, only the treatment group engaged in self-assessment, planning and goal setting, and reflection during this revision process. Students in the treatment condition demonstrated improved self-efficacy in the writing sub-domain of revision (p < 0.05) and had statistically significant greater gains on the post-test writing assessment (r = 0.57; p < 0.001). These results suggest that engaging students in a planned revision process that includes student reflection, planning, and goal setting before revision, and reflection and self-assessment after revision, positively impacts self-efficacy and writing outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01