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ERIC Number: EJ1071555
Record Type: Journal
Publication Date: 2015-Aug
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0022-0663
Self-Regulated Strategy Instruction in College Developmental Writing
MacArthur, Charles A.; Philippakos, Zoi A.; Ianetta, Melissa
Journal of Educational Psychology, v107 n3 p855-867 Aug 2015
The purpose of this study was to evaluate the effects of a curriculum for college developmental writing classes, developed in prior design research and based on self-regulated strategy instruction. Students learned strategies for planning, drafting, and revising compositions with an emphasis on using knowledge of genre organization to guide planning and self-evaluation. In addition to specific writing strategies, students learned strategies for self-regulation. This quasi-experimental study involved 13 instructors and 276 students in 19 developmental writing classes at 2 universities. The curriculum was taught for a full semester in 9 classes and compared with a business-as-usual control condition in 10 classes. Significant positive effects were found for overall quality of writing on a persuasive essay (ES = 1.22), and for length (ES = 0.71), but not for grammar. Significant positive effects were also found for self-efficacy and mastery motivation.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Numerical/Quantitative Data
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305A100614
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations