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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.

Free to read: https://doi.org/10.1515/plc-2017-0012
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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
Murdoch Affiliation: School of Education
Publisher: Degruyter
Copyright: © 2017 by Anabela Malpique
URI: http://researchrepository.murdoch.edu.au/id/eprint/40149
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