This study examined junior high school students' knowledge about the process of argumentative writing and whether discourse knowledge predicted students' writing performance. Participants were 26 ninth grade students (aged 13-15). Students wrote an argumentative text and responded to questions assessing their declarative knowledge about writing in general, and their declarative, procedural and conditional knowledge about argumentative writing in particular. Students' responses describing the argumentative writing process were mainly centred on substantive and production procedures, on abilities associated with writing and on seeking assistance for text composing. Descriptions were mainly focused on opinion writing, omitting the importance of taking an argumentative position and of using evidence to support arguments and counterarguments. A reduced number of students considered the need to accommodate their writing to a potential reader. In addition, knowledge of substantive procedures and knowledge of reader's fit were significantly correlated with writing quality and planning complexity.
The present research examined relationships between parental autonomy support, parental psychological control, and Chinese emerging adults’ autonomous regulation in their university studies as well as dysregulation in social media engagement. A total of 287 (102 female and 185 male) Chinese university students reported on their perceived parenting styles, psychological needs, and behavior regulation. Results showed that basic psychological need satisfaction was positively associated with parental autonomy support and autonomous regulation of learning; need frustration was positively correlated with parental psychological control and dysregulation in social media engagement. More importantly, psychological need frustration was a mediator of the relation between parental psychological control and dysregulation in social media engagement. Our findings suggest that students living in an autonomy-supportive familial environment tend to have satisfied psychological needs as well as autonomous learning behavior. Impairment of psychological needs could be one of the mechanisms through which psychologically controlling parenting was linked to dysregulation of social media use in Chinese culture.
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