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Bibliographic Metadata
- TitleEffects of (meta)cognitive strategy instruction on the development of self-efficacy for self-regulation in academic writing / Christiane Jöhren (TU Dortmund University, Germany), Anke Wischgoll (TU Dortmund University, Germany), Katrin B. Klingsieck (University of Paderborn, Germany)
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- Description1 Online-Ressource (37 Seiten in verschiedenen Seitenzählungen) Diagramme
- LanguageEnglish
- Document TypesScientific Article (Published Electronically)
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Abstract
Academic writing is a complex task and writers need to be adequately supported to master its demands. Previous studies have shown that strategy instruction supports writers and influences writing performance. This paper investigates the development of students’ self efficacy for self-regulation in academic writing (SSAW) in an experimental intervention study. We examined the effects of three strategy instruction treatments in a randomized sample of 128 university students. Selected cognitive and metacognitive strategies were trained. We used latent neighbor change analyses including multiple group comparisons to track down short- and long-term effects among three points of measurement (pre, post, and six-week follow-up). We also accounted for the influence of writing beliefs that were assessed prior to the intervention. Results provide evidence for a beneficial impact of metacognitive strategies in writing instructions.
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