A Preliminary Component Analysis of Self-Regulated Strategy Development for Persuasive Writing in Grades 5 to 7 in British Columbia

Autor/inn/en	Geres-Smith, Rhonda; Mercer, Sterett H.; Archambault, Catherine; Bartfai, Jamie M.
Titel	A Preliminary Component Analysis of Self-Regulated Strategy Development for Persuasive Writing in Grades 5 to 7 in British Columbia
Quelle	In: Canadian Journal of School Psychology, 34 (2019) 1, S.38-55 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573517739085
Schlagwörter	Foreign Countries; Persuasive Discourse; Writing (Composition); Writing Strategies; Grade 5; Grade 6; Grade 7; Writing Instruction; Self Efficacy; Direct Instruction; Elementary School Students; Time on Task; Self Management; Canada (Vancouver) + Suchen Sie Ihr Suchwort? Ausland; Persuasion; Persuasive Kommunikation; Schreibübung; Schreibtechnik; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Schreibunterricht; Self-efficacy; Selbstwirksamkeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Zeitaufwand; Selbstmanagement
Abstract	Self-regulated strategy development (SRSD) has extensive evidence of improving student writing; however, few studies have investigated the relative importance of specific self-regulation components in SRSD. Twelve students in Grades 5 to 7 were assigned to one of two, 5-week SRSD conditions for persuasive writing that differed in instruction on the use of self-statements. No differences in outcomes were found between SRSD conditions, but large gains in writing quality, composition duration, and writing self-efficacy were found in both conditions. Although limited by not including a no-intervention comparison condition, the observed gains were typical of effect sizes reported in meta-analyses of SRSD and provide some additional evidence of replication in independent research teams and in a Canadian context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01