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Assessing self-regulated strategies for school writing

Malpique, A.A.ORCID: 0000-0002-1683-9906 and Margarida Veiga Simão, A. (2015) Assessing self-regulated strategies for school writing. Journal of Psychoeducational Assessment, 33 (2). pp. 141-153.

Link to Published Version: https://doi.org/10.1177/0734282914547873
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Abstract

This study reports on the construction of a questionnaire to assess ninth-grade students' use of self-regulated strategies for school writing tasks. Exploratory and confirmatory factorial analyses were conducted to validate the factor structure of the instrument. The initial factor analytic stage (n = 296) revealed a 13-factor scale, accounting for 61.35% of the variance. Cross-cultural validation was carried out involving Portuguese and Brazilian students (n = 732). Multi-group analyses of invariance were performed on the two samples. Results support a theoretically driven second-order model assessing 12 self-regulated strategies for writing. Full configural and metric invariance were established, suggesting that the 34-item measure may be robust to assess the model under investigation across cultures. Findings suggest that the instrument can be a valid theory-based assessment tool to help researchers and practitioners examine how students in transition to high school initiate and control their school writing tasks.

Item Type: Journal Article
Publisher: SAGE
Copyright: © The Author(s) 2014
URI: http://researchrepository.murdoch.edu.au/id/eprint/52275
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