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Assessing self-regulated strategies for school writing
Journal article   Peer reviewed

Assessing self-regulated strategies for school writing

A.A. Malpique and A. Margarida Veiga Simão
Journal of Psychoeducational Assessment, Vol.33(2), pp.141-153
2015
DOI: 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.

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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

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17 Record Views
6 Times Cited - Web of Science

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Collaboration types
International collaboration
Citation topics
6 Social Sciences
6.69 Language & Linguistics
6.69.218 Reading Acquisition
Web Of Science research areas
Psychology, Educational
ESI research areas
Psychiatry/Psychology
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