Journal article

Publication year: 2010

Pages: 177-190

Journal: German Journal of Educational Psychology

Volume number: 24

Issue number: 3-4

ISSN: 1010-0652

eISSN: 1664-2910

DOI Link: https://doi.org/10.1024/1010-0652/a000015

Publisher: Hogrefe

Abstract: 
In a writing intervention study with 4th-graders, we examined specific and shared effects of process-oriented (monitoring and correction of strategy use) and outcome-related (self-evaluation and goal setting) self-regulation procedures on measures of writing performance, strategy use, and perceptions of writing competence. In six classes, students were randomly assigned to one of four conditions in a 2 (process regulation) x 2 (outcome regulation) design. The program consisted of five 90-min sessions. In a small-group setting, all students were taught cognitive strategies for writing narratives. At posttest and follow-up assessments (six weeks after the training), students who had been taught process-oriented self-regulation techniques outperformed students who had not been taught such techniques in declarative and procedural measures of strategy knowledge. Students who had been taught outcome-related self-regulation procedures estimated their writing-related abilities higher than students who had not been taught such procedures. Both factors, process regulation and outcome regulation, yielded positive effects on the quality of students' narratives and promoted their writing-related self-efficacy beliefs.

Harvard Citation style: Glaser, C., Kessler, C., Palm, D. and Brunstein, J. (2010) Improving Fourth Graders' Self-Regulated Writing Skills: Specialized and Shared Effects of Process-Oriented and Outcome-Related Self-Regulation Procedures on Students' Task Performance, Strategy Use, and Self-Evaluation, German Journal of Educational Psychology, 24(3-4), pp. 177-190. https://doi.org/10.1024/1010-0652/a000015

APA Citation style: Glaser, C., Kessler, C., Palm, D., & Brunstein, J. (2010). Improving Fourth Graders' Self-Regulated Writing Skills: Specialized and Shared Effects of Process-Oriented and Outcome-Related Self-Regulation Procedures on Students' Task Performance, Strategy Use, and Self-Evaluation. German Journal of Educational Psychology. 24(3-4), 177-190. https://doi.org/10.1024/1010-0652/a000015