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Published (Version of Record)CC BY-NC-ND V4.0, Open Access
Journal article
Self-regulated strategies for school writing tasks: A cross-cultural report
Psychology of Language and Communication, Vol.21(1), pp.244-265
2017
Abstract
We investigated cross-cultural differences in ninth-grade students' reported use of self-regulated strategies for writing. We assessed 12 self-regulated strategies for writing tapping environmental, behavioural, and personal self-regulated processes. Seven hundred and thirty-two Portuguese and Brazilian students in transition to high school (Mage = 14.3; 372 male and 306 female) from mainstream urban schools reported on their use of the strategies. Statistical analyses included a multivariate analysis of variance (MANOVA) with 12 dependent variables (self-regulated strategies for writing) and 2 between-subjects variables (country and gender). There were significant main effects for country with medium effect sizes and statistically significant small effect sizes for gender main effects. All-male and all-female comparisons indicated significant differences and medium effect sizes within gender groups. The majority of the differences tapped personal self-regulated strategies. Taken together, these findings suggest that initiating and controlling writing may be a contextualised bounded process.
Details
- Title
- Self-regulated strategies for school writing tasks: A cross-cultural report
- Authors/Creators
- A. Malpique (Author/Creator) - Murdoch UniversityA.M.V. Veiga Simão (Author/Creator)L.M.B. Frison (Author/Creator) - Universidade Federal de Pelotas
- Publication Details
- Psychology of Language and Communication, Vol.21(1), pp.244-265
- Publisher
- Degruyter
- Identifiers
- 991005540493507891
- Copyright
- © 2017 by Anabela Malpique
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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