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The role and development of self-regulation in the writing process.
- Publisher
- American Psychological Association
- Copyright
- Copyright © 1999 American Psychological Association
- ISSN
- 0022-0663
- eISSN
- 1939-2176
- DOI
- 10.1037/0022-0663.91.2.241
- Publisher site
- See Article on Publisher Site
Abstract
Eighty-four high school girls practiced combining a seriesof kernel sentences into a single nonredundant sentence. The outcomegoal focused on minimizing the number of words in the combinedsentence, whereas process goal emphasized a 3-step method forcombining kernel sentences. It was found that girls who shiftedgoals sequentially from process to outcome goals surpassedclassmates who adhered to only process goals who, in turn, exceededclassmates using only outcome goals in posttest writing revisionskill, self-reactions, self-efficacy perceptions, and intrinsicinterest in this skill. Attributions of deficient performance tostrategy choice was positively correlated with self-reactions,self-efficacy beliefs, and intrinsic interest whereas attributionsto ability or effort were negatively correlated with these measures.Self-recording enhanced writing skill, self-efficacy, andself-reaction beliefs significantly.
Journal
Journal of Educational Psychology – American Psychological Association
Published: Jun 1, 1999