A Preliminary Component Analysis of Self-Regulated Strategy Development for Persuasive Writing in Grades 5 to 7 in British Columbia. (March 2019)

• Record Type: Journal Article
• Authors: Geres-Smith, Rhonda; Mercer, Sterett H.; Archambault, Catherine; Bartfai, Jamie M.
• Is Part Of: Canadian journal of school psychology. Volume 34:Number 1(2019)
• Page Start: 38
• Page End: 55
• Publication Date: 2019-03
• Subjects: written expression -- writing intervention -- strategy instruction -- self-regulated learning; Educational psychology -- Periodicals; Psychology -- Canada -- Periodicals; 370.15
• DOI: 10.1177/0829573517739085
• Languages: English
• ISSNs: 0829-5735

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.