Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms

IF 3.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jonathan Fernandez, Jessica Guilbert
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Abstract

Self-Regulated Strategy Development (SRSD) is a method designed to explicitly teach students self-regulation skills and help them implement them. While SRSD’s beneficial effect on writing quality has been confirmed in a large body of literature, the questions of why, how, and for whom SRSD works remain unclear. To investigate the underlying cognitive and metacognitive mechanisms, and identify the factors that potentially moderate SRSD’s effectiveness, we compared fourth- and fifth-graders who either received regular writing instruction or underwent an SRSD intervention in a quasi-experimental setting. Students’ abilities to plan, write quality texts, and self-evaluate were measured. Factors that have been demonstrated to be related to writing abilities were assessed to study whether they might facilitate or hinder acquisition of strategies taught in the SRSD intervention. The results indicated that compared with students who received regular writing instruction, students who underwent the SRSD intervention produced higher-quality texts and evaluated their texts’ quality more accurately, despite persistent overestimation. Mediation analyses indicated that progress in producing high-quality texts was explained by improvements in students’ planning skills, enabling them to write stories that were better-structured and contained more ideas. However, the results also indicated that some students under the SRSD condition struggled to implement the planning strategies they were taught, particularly students with poor working memory. Recommendations for optimizing the SRSD intervention’s effectiveness in developing all students’ writing skills are discussed.

Abstract Image

自我调节策略开发的有效性:潜在的认知和元认知机制
自我调节策略开发(Self-Regulated Strategy Development,简称 SRSD)是一种旨在明确教授学生自我调节技能并帮助他们实施这些技能的方法。虽然自律策略开发对写作质量的有利影响已被大量文献所证实,但自律策略开发为何有效、如何有效以及对谁有效等问题仍不清楚。为了探究潜在的认知和元认知机制,并确定可能影响 SRSD 效果的因素,我们在准实验环境中比较了接受常规写作指导或接受 SRSD 干预的四年级和五年级学生。我们对学生的计划能力、写作能力和自我评价能力进行了测量。对已被证明与写作能力有关的因素进行了评估,以研究这些因素是否会促进或阻碍学生掌握 SRSD 干预所教授的策略。结果表明,与接受常规写作指导的学生相比,接受 SRSD 干预的学生能写出质量更高的文章,并能更准确地评价自己的文章质量,尽管他们一直高估自己的文章质量。中介分析表明,学生在写作高质量文章方面取得的进步得益于他们计划能力的提高,这使他们能够写出结构更合理、包含更多想法的故事。然而,研究结果也表明,一些接受 SRSD 条件的学生,尤其是工作记忆较差的学生,在实施所教授的计划策略时遇到了困难。本文讨论了如何优化 SRSD 干预在培养所有学生写作技能方面的有效性的建议。
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来源期刊
CiteScore
6.20
自引率
15.20%
发文量
39
期刊介绍: The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.
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