The Challenges of Writing from Sources in College Developmental Courses: Self-Regulated Strategy Instruction

Autor/inn/en	MacArthur, Charles A.; Traga Philippakos, Zoi A.; May, Henry; Potter, Andrew; Van Horne, Sam; Compello, Jill
Titel	The Challenges of Writing from Sources in College Developmental Courses: Self-Regulated Strategy Instruction
Quelle	In: Journal of Educational Psychology, 115 (2023) 5, S.715-731 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (MacArthur, Charles A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000805
Schlagwörter	Writing Instruction; Metacognition; Remedial Instruction; Outcome Measures; National Competency Tests; Writing Strategies; Essays; Persuasive Discourse; Comparative Analysis; Critical Reading; Notetaking; Writing Tests; Student Motivation; Community Colleges; Community College Students; Learning Strategies; College Faculty; Citations (References); Reading Tests; Reading Comprehension; Student Attitudes; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schreibunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Förderkurs; Schreibtechnik; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Kritisches Lesen; Writing test; Schreibtest; Schulische Motivation; Community college; Community College; Community colleges; College students; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fakultät; Citations; Zitat; Lesetest; Leseverstehen; Schülerverhalten
Abstract	The purpose of this study was to evaluate the efficacy of a curriculum based on self-regulated strategy instruction in college developmental writing courses. Prior research that had found large effects on the writing quality for essays without sources was extended to include strategies for critical reading and note-taking, writing summary response papers, and integrating source information into argumentative essays. This randomized control trial included 23 instructors from two community colleges and 187 students. Outcome measures included quality of argumentative writing with sources, a summary scored for inclusion of main ideas and overall quality, a motivation questionnaire, a writing test from the National Assessment of Educational Progress (NAEP), Accuplacer Reading, and observations and interviews. Using hierarchical linear modeling, positive effects were found on all primary outcomes: quality of argumentative writing with sources (p < 0.01; ES = +0.53), and on the quality (p < 0.05; ES = +0.30) and inclusion of main ideas (p < 0.05; ES = +0.31) on the summary. No detectable effects were found on secondary outcomes: the NAEP test, reading, or motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01