Acquisition and transfer of a writing revision strategy: A self -regulatory analysis.
Item
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Title
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Acquisition and transfer of a writing revision strategy: A self -regulatory analysis.
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Identifier
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AAI3213136
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identifier
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3213136
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Creator
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Campillo, Magda.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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2006
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Higher | Education, Language and Literature
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Abstract
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Social cognitive theorists propose an alternative idea of transfer that relies on the concept of adaptation (Martinez-Pons, 2000; Zimmerman, 1989). The present study examined whether acquisition and transfer of a writing revision strategy would be enhanced by teaching college students key self-regulatory processes.;Seventy college students were randomly assigned to either three experimental groups or to a control group. The learning and transfer tasks used involved writing exercises that required combining short sentences into longer sentences or paragraphs. Some students learned a writing revision strategy and two additional self-regulatory skills---self-monitoring of each of the steps involved in the strategy, and self-evaluation of the effectiveness of the writing strategy. It was hypothesized that students who learned the three self-regulatory processes (strategy use, monitoring, and evaluation) would surpass students who learned with fewer self-regulatory processes on the posttest as well as on the transfer task. To overcome limitations in previous studies, two transfer tasks were given and perceived similarity between learning and transfer was assessed in each transfer trial.;The data suggests that all groups of students tried to adapt their performance to the novel tasks. Although, the scores on the transfer tasks were modest in an absolute sense, the results indicate the importance of employing multiple transfer tasks to reveal fully the dynamic nature of transfer. Even when the transfer outcomes did not reach the level of high expertise, it can be concluded that teaching students self-monitoring and self-evaluation processes did enhance their acquisition and transfer of the writing revision strategy.;A very interesting finding was the relationship between similarity and adaptation scores with self-efficacy and self-evaluation scores. The correlations among self-efficacy beliefs, self-evaluation judgments, perceived similarity and adaptation were on the high end. Students with higher perceived similarity scores had also higher self-efficacy beliefs, rated their performance higher and saw the one sentence problems as very useful in helping them solve the transfer tasks. This study provides empirical evidence of how teachers can modify their instructional practices to train students in self-regulation.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
