Testing a Path-Analytic Mediation Model of How Self-Regulated Writing Strategies Improve Fourth Graders' Composition Skills: A Randomized Controlled Trial

This study was designed to identify, through mediation analysis, potential causal mechanisms by which procedures of self-regulated learning increase the efficaciousness of teaching young students strategies for writing stories. In a randomized controlled trial with 3 measurement points (pretest, pos...

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Bibliographic Details
Published in:Journal of educational psychology 2011-11, Vol.103 (4), p.922-938
Main Authors: Brunstein, Joachim C., Glaser, Cornelia
Format: Article
Language:English
Subjects:
Attribution Theory
Biological and medical sciences
Clinical trials
Control Groups
Educational Programs
Educational psychology
Elementary School Students
Female
Fundamental and applied biological sciences. Psychology
Grade 4
Grundschule
Human
Individualized Instruction
Intervention
Kreatives Schreiben
Lehren
Male
Mediation
Mediation Theory
Metacognition
Path Analysis
Pfadanalyse
Pretests Posttests
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Schreibkompetenz
Schüler
Selbstgesteuertes Lernen
Self control
Self Efficacy
Self-Regulated Learning
Self-Regulation
Strategie
Teaching
Teaching Methods
Writing
Writing (Composition)
Writing Improvement
Writing Instruction
Writing Processes
Writing Skills
Writing Strategies
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Summary:This study was designed to identify, through mediation analysis, potential causal mechanisms by which procedures of self-regulated learning increase the efficaciousness of teaching young students strategies for writing stories. In a randomized controlled trial with 3 measurement points (pretest, posttest, maintenance), 117 fourth graders either received self-regulatory writing strategies training or were taught writing strategies without self-regulation procedures. Path analyses indicated that relative to teaching writing strategies alone, teaching strategies in tandem with self-regulation procedures improved students' skills of planning and revising stories and thereby enhanced the quality of the resulting stories. Self-regulated learning also enhanced students' knowledge about good writing and strengthened their self-efficacy beliefs, which both had a positive effect on the use of the learned strategies while planning narratives.
ISSN:0022-0663
1939-2176
DOI:10.1037/a0024622