Writing Self-efficacy Changes after Cognitive Strategy Intervention in Students with Learning Disabilities: The Mediational Role of Gender in Calibration

This study examines the mediational role of gender in the effects of two patterns of cognitive and self-regulatory strategy interventions in the writing self-efficacy calibration of students with learning disabilities (LD). 121 5th and 6th Primary grade students with LD (43 girls and 78 boys), rangi...

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Bibliographic Details
Published in:The Spanish journal of psychology 2008-11, Vol.11 (2), p.414-432
Main Authors: García, Jesús-Nicasio, Fidalgo, Raquel
Format: Article
Language:English
Subjects:
Academic achievement
Achievement
Biological and medical sciences
Child
Child clinical studies
Culture
Developmental disorders
Empirical research
European studies
Female
Gender
Humans
Internal-External Control
Learning disabilities
Learning disorders
Learning Disorders - therapy
Male
Medical sciences
Primary education
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Remedial Teaching - methods
Self Efficacy
Sex Factors
Social cognition
Social Control, Informal
Writing
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Summary:This study examines the mediational role of gender in the effects of two patterns of cognitive and self-regulatory strategy interventions in the writing self-efficacy calibration of students with learning disabilities (LD). 121 5th and 6th Primary grade students with LD (43 girls and 78 boys), ranging in age from 10 to 12 years old were randomly allocated either to one of the experimental intervention groups, (n = 48, 19 girls and 29 boys), and followed a intervention program based on the Self-Regulated Strategy Development Model, or they received training based on the Social Cognitive Model of Sequential Skill Acquisition (n = 31, 15 girls and 26 boys), or alternatively they were allocated to the ordinary instruction group (n = 32, 9 girls and 23 boys). Writing performance was assessed using two types of writing evaluation: a reader-based score concerned with structure, coherence and quality, and a text based score regarding productivity, coherence and structure. Writing self-efficacy beliefs were also assessed using a self-report scale including eight items about the students' confidence in completing a writing task and to gain specific writing skills. The results suggest that the miscalibration of writing self-efficacy in girls with LD was significantly modified to a more realistic calibration of their writing competence after experimental intervention. However, the findings do not confirm the same clear statement for boys. Este estudio examina el papel mediacional del género en los efectos de dos patrones de intervenciones de estrategias cognitivas y auto-reguladoras en la calibración de la autoeficacia escritora de alumnos con dificultades de aprendizaje (DA). Se asignaron al azar a 121 alumnos de educación primaria de 5⍜ y 6⍜ con DA (43 chicas y 78 chicos), edades entre 10 y 12 años, o a uno de los grupos de intervención experimental (n = 48, 19 chicas y 29 chicos), y recibieron un programa de intervención basado en el modelo de desarrollo de estrategia auto-regulada o un entrenamiento basado en el modelo cognitivo de adquisición secuencial de habilidades (n = 31, 15 chicas y 26 chicos), o alternativamente, fueron asignados a un grupo de instrucción normal (n = 32, 9 chicas y 23 chicos). Se evaluó la ejecución de escritura con dos tipos evaluación: una puntuación basada en el lector, ligada a la estructura, la coherencia y la calidad, y una puntuación basada en el texto, ligada a la productividad, la coherencia y la estructura. Las creencias de autoe
ISSN:1138-7416
1988-2904
DOI:10.1017/S1138741600004431