Effects of goal setting and procedural facilitation on the revising behavior and writing performance of students with writing and learning problems.

Abstract

This study examined the effects of a revising goal to “add information” on the revising behavior and writing performance of 5th- and 6th-grade students with writing and learning problems. The authors also examined whether procedural assistance in meeting the goal to add information would enhance students' performance. In comparison to students assigned a general revising goal to make their paper better, students assigned a goal to add information made more meaning-based changes, particularly additions, when revising their papers. Most importantly, the goal to add information resulted in greater improvement in text quality than the general revising goal. Use of the procedural facilitator to accomplish the goal to add information, however, did not appreciably enhance students' revising behavior or the quality of their text.

What Influences Implementation Intentions in an Academic Learning Context – The roles of Goal Intentions, Procrastination, and Experience

“…Several studies demonstrated that goal intentions seem to have an important influence on educational outcomes (Graham et al, 1995;Morgan, 1985). However, empirical results indicate, that large goal intentionsare not necessarily linked to behaviour.…”

“…Despite all the equivocality about the relevance of the main variables, the authors found support for intention being the best predictor of behaviour. Several other studies, too, applying TPB to the educational sector found that intention is an important determinant of educational outcome (Graham et al, 1995;Morgan, 1985;Webb et al, 2007). Generally, the relationship between intention and behaviour is rather large in educational settings (Cohen, 1992;Webb et al, 2007).…”

O impacto da revisão na qualidade de composições de crianças do 4º ano de escolaridade

“…Do ponto de vista do desenvolvimento de processos auto-regulatórios na produção textual, estes resultados vão na linha da perspectiva teórica de Zimmerman (2000), que defende que o processo se inicia com o suporte de fontes sociais, representadas aqui pelas grelhas e pelo feedback específico. Também os estudos de Graham et al (1995) sobre as melhorias do efeito da revisão em condições em que sejam proporcionadas indicações específicas para o processo de revisão, são confirmadas no nosso estudo. As instruções sobre a estrutura narrativa proporcionam critérios para uma revisão eficaz que melhora a qualidade das composições de crianças do 4º ano de escolaridade (Fitzgerald & Teasley, 1986).…”

Metacognitive writing strategies of Sri Lankan secondary school children

“…It also has a recursive process. The present trend of research into the writing of children focuses on the process of writing rather than on the product of writing, and on the recursive nature of writing rather than the linear nature of writing (Rohman, 1965 & Schwartz, 1995). In Sri Lanka, a study on Metacognitive Writing is yet to be completed.…”