The development of a new instrument to assess metacognitive strategy knowledge about academic writing and its relation to self-regulated writing and writing performance

Karlen, Yves

doi:10.17239/jowr-2017.09.01.03

Cited by 30 publications

(42 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The development of the PCK-SRL test builds on rationale scenario-based procedures for measuring metacognitive knowledge of learners (e.g., Karlen, 2017). This test format included textual vignettes of situations (as item stems) that were related to a specific topic, which included several options for action (different approaches/strategies) that varied in their degree of effectiveness or appropriateness for the corresponding scenario (see Figure 3).…”

Section: Pedagogical Content Knowledge About Srlmentioning

confidence: 99%

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

Self Cite

View full text Add to dashboard Cite

Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers' professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers' professional competences and instructional practices in SRL that integrates teachers' competences as selfregulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers' professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers' professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers' beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one's SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers' competences as selfregulated learners and as agents of SRL when examining teachers' implementation of

show abstract

Section: Pedagogical Content Knowledge About Srlmentioning

confidence: 99%

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…Karlen [44] develops a questionnaire on metacognitive strategies, finding a correlation with the scores obtained in the production of a text (writing performance). This same technique is used by Csizér and Tankó [45] to inquire into writing self-regulation and its relationship with the motivational factors of writing.…”

Section: Writing Metacognition At Universitymentioning

confidence: 99%

“…The procedure applied for the elaboration of the CM is the discussion group. The procedure followed is the following: (1) the members of the discussion group read and reflect on previous metacognitive writing questionnaires, elaborated by Arroyo and Gutierrez-Braojos, Karlen, and Meneses [44,46,69]; (2) orally, the most appropriate items are discussed and selected to measure writing metasociocognition; (3) with the conclusions of constructing the CM, reformulating and adapting the wording of some items and adding others.…”

Section: Instrumentsmentioning

confidence: 99%

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

2020

View full text Add to dashboard Cite

The United Nations 2030 agenda includes quality university education, highlighting the importance of writing competence, as a basic skill for the dissemination of sustainable knowledge. However, there is little evidence of the factors that predict effective written communication to support such quality. Among these factors, the literature highlights motivation and writing metacognition, as well as the adequate structuring of the academic and/or scientific genre. The main novelty of the present research is the study of the relationships between the mentioned factors, measured with validated instruments. To this end, content analysis is first applied to determine the rhetorical moves of argumentative essays written by a sample of 72 university students. Secondly, the correlations between each of the rhetorical moves, metacognition and argumentative writing self-efficacy are calculated. The relationships are studied in depth, applying step-by-step linear regression models. Finally, the dependence of the results, observed with respect to unmeasured factors, is contrasted by means of a confirmatory analysis based on structural equations. The analyses show that it is the practical ability to express rhetorical moves—Conclusion and Bibliographic References—which predicts a students’ writing metacognition. Moreover, the minor relationship that argumentative self-efficacy shows with the expression of rhetorical moves, compared to writing metacognition, point to the need to consider another motivational dimension that is driving the learning of the argumentative essay at university level, a hypothesis that is confirmed with the structural equations model. These, and other findings, allow for the establishment of a series of educational quality criteria for the empowerment of written argumentation in academic and scientific contexts.

show abstract

“…", recodiert) beinhaltet. Eine konfirmatorische Faktorenanalyse (KFA) mit Mplus (Version 8.1; Muthén & Muthén, 1998-2017 wies zuerst unzufriedene Fit-Werte für ein Modell mit zwei korrelierenden Faktoren erster Ordnung auf. Zudem wies das Item "Von Rückschlägen lasse ich mich nicht entmutigen" schwache Ladungen auf den latenten Faktor Beharrlichkeit auf (dieses Problem zeigte sich auch bei Bowman et al 2015;Muenks et al 2017).…”

Section: Instrumenteunclassified

“…Die Daten wurden anhand deskriptiver Analysen sowie mittels Strukturgleichungsmodellen (SEM) in Mplus 8.1 (Muthén und Muthén 1998-2017 In einem zweiten Schritt wurde die Vorhersagekraft der SRL-Kompetenzen auf die Maturaarbeitsnote untersucht. Hierbei wurden Pfade vom metamotivationalen Wissen auf die motivationalen Regulationsstrategien und die kognitiven Regulationskompetenzen modelliert (beispielhaft in Abb.…”

Section: Statistische Analysenunclassified

Sind Gymnasiastinnen und Gymnasiasten mit mehr Grit erfolgreicher?

et al. 2018

Self Cite

View full text Add to dashboard Cite

Zusammenfassung Grit umfasst die Fähigkeit, längerfristige Ziele trotz Herausforderungen mit Beharrlichkeit und beständigem Interesse zu verfolgen. Dieser Fähigkeit wird das Potenzial zugesprochen, interindividuelle Leistungsunterschiede zu erklären. In dieser Studie haben wir den Zusammenhang zwischen Grit, dem selbstreguliertem Lernen (SRL) und der Leistung im Kontext des Verfassens einer längerfristigen und anspruchsvollen schriftlichen Arbeit, der Maturarbeit, untersucht. Hierfür wurden 1215 Schülerinnen und Schüler der gymnasialen Oberstufen (11./12. Klasse) während des einjährigen Erstellungsprozesseses der Maturaarbeit mehrmals befragt. Die multivariaten Analysen zeigen auf, dass Beharrlichkeit metamotivationales Wissen, motivationale Regulationsstrategien und kognitive Regulationskompetenzen vorhersagt. Beständiges Interesse korreliert positiv mit den kognitiven Regulationskompetenzen, geht jedoch mit einer geringen selbstberichteten Nutzungsangabe von motivationalen Regulationsstrategien einher. Von den beiden Grit Dimensionen sagte lediglich Beharrlichkeit die Maturaarbeitsnote ohne und mit Kontrolle der SRL-Kompetenzen voraus. Die Ergebnisse dieser Studie verdeutlichen, dass für die Erreichung von anspruchsvollen Zielen neben kognitiven Kompetenzen

show abstract

The development of a new instrument to assess metacognitive strategy knowledge about academic writing and its relation to self-regulated writing and writing performance

Cited by 30 publications

References 0 publications

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

Sind Gymnasiastinnen und Gymnasiasten mit mehr Grit erfolgreicher?

Contact Info

Product

Resources

About