Self-Regulated Strategy Instruction in College Developmental Writing

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 usin...

Full description

Saved in:
Bibliographic Details
Published in:Journal of educational psychology 2015-08, Vol.107 (3), p.855-867
Main Authors: MacArthur, Charles A, Philippakos, Zoi A, Ianetta, Melissa
Format: Article
Language:English
Subjects:
College Curriculum
College Faculty
College Students
Comparative Analysis
Curricula
Curriculum
Educational psychology
Essays
Female
Grammar
Human
Instructional Effectiveness
Learning Strategies
Male
Quasiexperimental Design
Remedial Instruction
Self control
Self Efficacy
Self-Regulation
Strategies
Student Motivation
Teaching
Teaching methods
Writing Instruction
Writing Skills
Writing Strategies
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:0022-0663
1939-2176
DOI:10.1037/edu0000011