Cooperative methods and self-regulated strategies development for argumentative writing

Prata, Maria José; Sousa, Bruno de; Oliveira, Albertina Lima de

doi:10.1080/00220671.2018.1427037

Cited by 18 publications

(18 citation statements)

References 36 publications

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“…As we have hypothesized, along with gains in students' argumentative writing (cf. Prata et al, 2018), students who learned SRSD combined with the jigsaw -the experimental group -showed changes in school engagement, although not in all of its dimensions or in engagement as a whole.…”

Section: Discussionmentioning

confidence: 92%

“…After the pre-test, teachers delivered to all students (from the control and from the experimental groups) SRSD instruction over a 5-week period (sessions 1-5). During this period students learned self-regulation strategies -goal-setting, self-instruction, self-reinforcement, self-monitoring and self-assessment -and writing strategies aimed to plan and to write argumentation (Prata et al, 2018).…”

Section: Methodsmentioning

confidence: 99%

“…Finally, students returned to their base groups to share information and to work together, involving themselves in dialogical argumentations, aiming to generate more diverse arguments, until each student was able to individually write an argumentative text (cf. Prata et al, 2018). Over five weekly lessons (sessions 6-10) the students of the control group worked individually with similar support materials to perform the argumentative writing.…”

Section: Methodsmentioning

confidence: 99%

“…Being included in a broader writing research (for more details see Prata, de Sousa, Festas, & Oliveira, 2018), the present study is aimed to know whether a cooperative method such as jigsaw, coupled with an instructional writing program such as the SRSD model (Harris & Graham, 2017;Harris, Graham, Mason, & Friedlander, 2008), would influence students' engagement in school. While previous research has demonstrated the role of motivation on writing (MacArthur & Graham, 2016), only few studies have been conducted about the relationship between student engagement and writing (cf.…”

Section: Writingmentioning

confidence: 99%

“…The effect size of the interaction effect was .311 (p 2 ). The results revealed that the experimental students made substantial gains in quantitative evaluation, as they included more arguments in favor and against a position about the topic in discussion, and they wrote more elements like introduction to the topic, taking a side and a conclusion (for more details see Prata et al, 2018). The means and standard deviations of students in the Students' Engagement in School: Four Dimensional Scale (SES-4DS) (Veiga, 2016b) are presented in Table 1.…”

Section: Outcome Measuresmentioning

confidence: 99%

See 4 more Smart Citations

The Impact of a Cooperative Method Embedded in a Writing Strategy Instructional Program on Student Engagement in School

Prata

Oliveira

Veiga

2019

Revista de Psicodidáctica (English ed.)

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Cooperative methods are a powerful tool for improving both student engagement in school and writing competence. This study examined the effects of a cooperative method embedded in a writing strategy instructional program on student engagement in school, namely on their cognitive, affective, behavioral, and personal agency dimensions. Using the Students' Engagement in School: Four-dimensional Scale (SES-4DS), 213 ninth grade students (from 14 to 17 years old) were evaluated before and after the intervention. Two conditions were created: an experimental group where a cooperative method associated with a writing strategy instructional program was implemented and a control group where students were instructed with a writing strategy instructional program. Over a six-month period, the experimental students participated in a cooperative experience embedded in a writing strategy instructional program, whereas the control students were instructed with writing strategy method. Results indicated that, when compared with the control, the experimental students increased their levels of behavioral and affective engagement but not their levels of cognitive engagement, personal agency, and total engagement. Implications of these results, limitations and directions for future research are analyzed, and discussed.

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Section: Discussionmentioning

confidence: 92%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Writingmentioning

confidence: 99%

Section: Outcome Measuresmentioning

confidence: 99%

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The Impact of a Cooperative Method Embedded in a Writing Strategy Instructional Program on Student Engagement in School

Prata

Oliveira

Veiga

2019

Revista de Psicodidáctica (English ed.)

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Teaching of Argumentative Writing in Romance Languages: A Meta-Analysis

Vilar

Pascual

2023

Development of Writing Skills in Children in Diverse Cultural Contexts

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Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components

et al. 2023

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Children’s writing depends on strategic and self-regulated behaviors as well as on attention and transcription skills. Despite the well-established effectiveness of interventions based on the self-regulated strategy development model (SRSD), little is known about their effects when combined with the explicit teaching and systematic training of attention or transcription. This study compared the effects of SRSD interventions that taught students a planning strategy and how to use it compose text, with additional components of attention (via focused meditation exercises) or transcription (via copy and alphabet exercises). We used a quasi-experimental design with three groups of Portuguese third graders: SRSD + attention (n = 42), SRSD + transcription (n = 37), and wait list (n = 34). Measures of transcription, executive functions, motivation, written production, and academic achievement were collected before and after the interventions. Analyses of co-variance revealed that the SRSD + transcription group surpassed the others in terms of handwriting fluency as well as in terms of spelling accuracy, though only among the weakest spellers at pretest. Moreover, in comparison to the wait list group, both SRSD groups showed better planning skills, wrote more complete texts, and displayed better executive functioning at posttest. After the intervention, though the SRSD + transcription group produced better texts than their peers, the SRSD + attention group achieved better academic performance, but only among those with poorer grades at pretest. Regarding motivation, we only found an effect of the SRSD + transcription intervention on self-efficacy for ideation, among students with lower self-efficacy at pretest. These findings suggest the importance of articulating writing and self-regulation strategies with attention and transcription training in early schooling.

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Cooperative methods and self-regulated strategies development for argumentative writing

Cited by 18 publications

References 36 publications

The Impact of a Cooperative Method Embedded in a Writing Strategy Instructional Program on Student Engagement in School

The Impact of a Cooperative Method Embedded in a Writing Strategy Instructional Program on Student Engagement in School

Teaching of Argumentative Writing in Romance Languages: A Meta-Analysis

Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components

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