Effects 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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Titel
Effects 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)
Autor
Jöhren, Christiane ; Wischgoll, Anke ; Klingsieck, Katrin B.
Erschienen
Paderborn : Universitätsbibliothek, 2025
Umfang
1 Online-Ressource (37 Seiten in verschiedenen Seitenzählungen) Diagramme
Sprache
Englisch
Dokumenttyp
Wissenschaftlicher Artikel (Elektronische Erstveröffentlichung)
URN
urn:nbn:de:hbz:466:2-55964
DOI
https://doi.org/10.17619/UNIPB/1-2379

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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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