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