Testing a path-analytic mediation model of how self-regulated writing strategies improve fourth graders' composition skills: A randomized controlled trial.

Autor/inn/en	Brunstein, Joachim C.; Glaser, Cornelia
Titel	Testing a path-analytic mediation model of how self-regulated writing strategies improve fourth graders' composition skills: A randomized controlled trial.
Quelle	In: The journal of educational psychology, 103 (2011) 4, S. 922-938Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0024622
Schlagwörter	Pfadanalyse; Grundschule; Schüler; Lehren; Kreatives Schreiben; Schreibkompetenz; Strategie
Abstract	Compared the quality of written compositions between children who were taught writing strategies with or without additional self-regulation strategies. A path-analytic mediation model was tested among 117 German elementary school 4th graders (average age 9 years). 3 measurement points (pretest, posttest, and maintenance) were assessed in a randomized controlled trial. Results showed improvement in planning and revising stories as well as in knowledge about good writing when students were taught writing strategies in addition to utilizing self-regulation procedures. Self-efficacy beliefs were also strengthened, resulting in generally superior writing achievement. In conclusion, self-regulated learning augments the effects of instruction within a structural framework of mediational relations which ultimately promotes superior writing achievement. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2013/2