Self regulated strategies of organizing and information-seeking when writing expository text from sources.
Item
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Title
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Self regulated strategies of organizing and information-seeking when writing expository text from sources.
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Identifier
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AAI9325139
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identifier
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9325139
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Creator
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Risemberg, Rafael.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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1993
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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, Curriculum and Instruction | Education, Higher | Education, Language and Literature
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Abstract
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Two studies investigated components from Bandura's (1977) triadic model for self-regulation and Flower and Hayes' (1981) cognitive model of the writing process. Specifically, the studies examined student use of two self-regulated learning strategies during a writing task.;In Study One, a descriptive study, 71 college undergraduates read two source texts and then wrote a comparison/contrast essay based on these texts. Use of one self-regulated learning strategy, organizing/transforming, was assessed by scoring subjects' pre-writing notes on their level of organization. Use of the second strategy, information seeking, was assessed by timing how long students accessed model comparison/contrast essays, which were available to subjects but were not required reading. Another process variable, self-efficacy for writing, and a background variable, reading ability, were also assessed.;Results showed that essay writing quality, as measured by primary trait scoring, was significantly correlated with each of the four variables. However, a multiple regression revealed that only two variables, reading ability and information seeking, contributed uniquely to writing quality.;The purposes of Study Two were to examine how information seeking impacts on the learning of a pre-writing strategy known as graphic organizers, and to gauge the effectiveness of graphic organizers in composition writing. In this study, 71 college undergraduates (different from those in Study One, but similar in background), were randomly assigned to two conditions: graphic organizer training and a control condition. After training, both groups were assigned the same essay writing task as in Study One.;This time, all the variables except information seeking were significantly correlated with writing quality. In addition, in comparison with the control group, the experimental group had significantly higher scores in self-efficacy, organizing, and writing quality, and lower scores in information seeking. A multiple regression showed that four variables contributed uniquely to writing quality: reading, training, organizing, and training x organizing interaction. A hypothesis that the interaction of training x information seeking would predict writing quality was not substantiated. Finally, a path analysis demonstrated four significant paths that led to writing quality: reading, organizing, reading through organizing, and training through organizing.
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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.
