Self-regulated strategy instruction in college developmental writing.

Charles A. MacArthur · Zoi A. Traga Philippakos · Melissa Ianetta

134 citations0/0 files storedJournal of Educational Psychology

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Innovative Teaching and Learning Methods EFL/ESL Teaching and Learning Writing and Handwriting Education

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 = .71), but not for grammar. Significant positive effects were also found for self-efficacy and mastery motivation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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1999Self-Efficacy: The Exercise of Control 1997A hierarchical model of approach and avoidance achievement motivation.2007A meta-analysis of writing instruction for adolescent students.2012Woodcock-Johnson III Tests of Achievement 1980Identifying the organization of writing processes 1996A new framework for understanding cognition and affect in writing.2006Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling 2009Referral, enrollment, and completion in developmental education sequences in community colleges

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