Self-regulated strategies for school writing tasks: A cross-cultural report
Malpique, A.ORCID: 0000-0002-1683-9906, Veiga Simão, A.M.V. and Frison, L.M.B.
(2017)
Self-regulated strategies for school writing tasks: A cross-cultural report.
Psychology of Language and Communication, 21
(1).
pp. 244-265.
Available under License Creative Commons Attribution Non-commercial No Derivatives.
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Abstract
We investigated cross-cultural differences in ninth-grade students' reported use of self-regulated strategies for writing. We assessed 12 self-regulated strategies for writing tapping environmental, behavioural, and personal self-regulated processes. Seven hundred and thirty-two Portuguese and Brazilian students in transition to high school (Mage = 14.3; 372 male and 306 female) from mainstream urban schools reported on their use of the strategies. Statistical analyses included a multivariate analysis of variance (MANOVA) with 12 dependent variables (self-regulated strategies for writing) and 2 between-subjects variables (country and gender). There were significant main effects for country with medium effect sizes and statistically significant small effect sizes for gender main effects. All-male and all-female comparisons indicated significant differences and medium effect sizes within gender groups. The majority of the differences tapped personal self-regulated strategies. Taken together, these findings suggest that initiating and controlling writing may be a contextualised bounded process.
Item Type: | Journal Article |
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Murdoch Affiliation(s): | School of Education |
Publisher: | Degruyter |
Copyright: | © 2017 by Anabela Malpique |
URI: | http://researchrepository.murdoch.edu.au/id/eprint/40149 |
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