Journalartikel

Jahr der Veröffentlichung: 2011

Seiten: 922-938

Zeitschrift: Journal of Educational Psychology

Bandnummer: 103

Heftnummer: 4

ISSN: 0022-0663

eISSN: 1939-2176

DOI Link: https://doi.org/10.1037/a0024622

Verlag: American Psychological Association

Abstract: 
This study was designed to identify, through mediation analysis, potential causal mechanisms by which procedures of self-regulated learning increase the efficaciousness of teaching young students strategies for writing stories. In a randomized controlled trial with 3 measurement points (pretest, posttest, maintenance), 117 fourth graders either received self-regulatory writing strategies training or were taught writing strategies without self-regulation procedures. Path analyses indicated that relative to teaching writing strategies alone, teaching strategies in tandem with self-regulation procedures improved students' skills of planning and revising stories and thereby enhanced the quality of the resulting stories. Self-regulated learning also enhanced students' knowledge about good writing and strengthened their self-efficacy beliefs, which both had a positive effect on the use of the learned strategies while planning narratives.

Harvard-Zitierstil: Brunstein, J. and Glaser, C. (2011) Testing a Path-Analytic Mediation Model of How Self-Regulated Writing Strategies Improve Fourth Graders' Composition Skills: A Randomized Controlled Trial, Journal of Educational Psychology, 103(4), pp. 922-938. https://doi.org/10.1037/a0024622

APA-Zitierstil: Brunstein, J., & Glaser, C. (2011). Testing a Path-Analytic Mediation Model of How Self-Regulated Writing Strategies Improve Fourth Graders' Composition Skills: A Randomized Controlled Trial. Journal of Educational Psychology. 103(4), 922-938. https://doi.org/10.1037/a0024622