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Nurturing young students' writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development
Abstract
The purpose of this study was to investigate the effectiveness of implementing the Self-Regulated Strategy Development (SRSD) model of instruction (Graham & Harris, 2005; Harris & Graham, 1996) on the writing skills and writing self-regulation, attitudes, self-efficacy, and knowledge of 6 first grade students. A multiple-baseline design across participants with multiple probes (Kazdin, 2010) was used to test the effectiveness of the SRSD instructional intervention. Each participant was taught an SRSD story writing strategy as well as self-regulation strategies. All students wrote stories in response to picture prompts during the baseline, instruction, independent performance, and maintenance phases. Stories were assessed for essential story components, length, and overall quality. All participants also completed a writing attitude scale, a writing self-efficacy scale, and participated in brief interviews during the baseline and independent performance phases. Results indicated that SRSD can be beneficial for average first grade writers. Participants wrote stories that contained more essential components, were longer, and of better quality after SRSD instruction. Participants also showed some improvement in writing self-efficacy from pre- to post-instruction. All of the students maintained positive writing attitudes throughout the study.
Subject Area
Language arts|Elementary education|Educational psychology
Recommended Citation
Zumbrunn, Sharon K, "Nurturing young students' writing knowledge, self-regulation, attitudes, and self-efficacy: The effects of self-regulated strategy development" (2010). ETD collection for University of Nebraska-Lincoln. AAI3412004.
https://digitalcommons.unl.edu/dissertations/AAI3412004