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Abstract
  • Academic writing poses high demands on students’ skills as well as on their will when it comes to regulating their writing activities. Writing centers offer manifold interventions that ought to help students dealing with those demands. Evaluation of these interventions are rather scarce and little is known about their effects. In our study, we focused on three aspects that are closely related to writing performance: self-efficacy for self-regulation of academic writing, implicit theories about writing ability, and metacognitive strategy knowledge about writing. We investigated the variables in a pretest-posttest design including three points of measurement to track down the effects of a standardized intervention that is regularly offered by a writing center at a midsized German university. We hypothesized significant positive effects after workshop attendance. Results indicate that students perceive themselves as being more able to regulate their writing activities after taking part in the intervention. Furthermore, their theories about writing ability became more malleable. Students’ metacognitive strategy knowledge did not significantly change after the intervention. Based on the results, we outline suggestions for the evaluation of writing center interventions in higher education.
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