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ERIC Number: EJ952352
Record Type: Journal
Publication Date: 2011-Nov
Pages: 17
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-0022-0663
Testing a Path-Analytic Mediation Model of How Self-Regulated Writing Strategies Improve Fourth Graders' Composition Skills: A Randomized Controlled Trial
Brunstein, Joachim C.; Glaser, Cornelia
Journal of Educational Psychology, v103 n4 p922-938 Nov 2011
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. (Contains 6 tables, 2 figures and 4 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A