The role of academic background and the writing centre on students’ academic achievement in a writing-intensive criminological theory course

Keith, Shelley; Stives, Kristen L.; Kerr, Laura; Kastner, Stacy

doi:10.1080/03055698.2018.1541788

Cited by 5 publications

(7 citation statements)

References 27 publications

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“…The planning dimension in the metacognitive strategy includes goal setting, timing, and resource planning in academic writing. This study proves that metacognitive strategies enable students to become more capable of planning and organizing their thoughts to produce quality conceptual writing (Alfaifi, 2022;Keith et al, 2020). Students who plan to write well will have good metacognitive awareness and be oriented towards the quality of their written work.…”

Section: Discussionmentioning

confidence: 53%

“…This self-regulation of students' learning can be explained as their ability to plan, monitor, and control their abilities during learning by optimizing their thoughts, feelings, and actions. The SRL strategy is also believed to be able to improve individual cognitive, metacognitive, behavioral, and motivational regulation (Hall et al, 2018;Keith et al, 2020).…”

Section: Metacognition Self-regulation and Writing Skillsmentioning

confidence: 99%

“…Each writer engages in a different strategy when writing, as each individual's writing style is different. However, academic writing is not the same as literary writing, because there are academic requirements that must be met (Dirrigl & Noe, 2019;Keith et al, 2020). Thus, academic writing skills need to be taught correctly using the right strategies in universities.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education

Rosdiana

Damaianti

Mulyati

et al. 2023

IJLTER

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Many students still experience difficulty with academic writing as part of meeting their academic demands. The purpose of this study was to test the validity of the metacognitive writing strategy instrument and to test the effectiveness of metacognitive writing strategies in improving academic writing skills in tertiary institutions. In total, 500 students from three universities in West Java, Indonesia participated in this study. The method used in this research was factorial design analysis. Confirmatory factor analysis was used to answer the problem formulation. The data collection instruments used were the metacognitive academic writing strategy questionnaire and academic writing tests on several topics. The research findings show that, first, the questionnaire instrument using metacognitive strategies in the writing process was proven to be valid because it was able to assess the students’ metacognitive awareness. Second, metacognitive strategies make a significant contribution to the students’ academic writing abilities. Metacognitive strategies act as high level constructs and positive correlations were found between the dimensions of the strategies. The dimensions of metacognition found to correlate with and contribute to one another were the declarative, procedural, conditional, planning, monitoring, evaluation, information management, and debugging strategies. From the comparison of the proposed models, the second model (the eight-component correlation model) was determined to be better at improving academic writing ability than the first model. The second model described all components as significantly contributing more comprehensively than the first model. This research concludes with the implication that academic writing ability can be improved by increasing students’ metacognitive awareness and reflective abilities in relation to their own writing process.

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Section: Discussionmentioning

confidence: 53%

Section: Metacognition Self-regulation and Writing Skillsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education

Rosdiana

Damaianti

Mulyati

et al. 2023

IJLTER

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“…Therefore, critical thinking skills' development in students helps them analyze, interpret and evaluate the overall insights by forming and developing their writing ability. Keith, Stives, Kerr, and Kastner (2020), investigated the relationship between the academic achievement of writing-intensive and writing Centre with academic background. The incorporation of critical thinking skills into the writing achievements serves to uplift an individual's writing ability.…”

Section: Literature Reviewmentioning

confidence: 99%

Student critical thinking skills and student writing ability: The role of teachers’ intellectual skills and student learning

Amhar

Sabrina

Sulasmi

et al. 2022

CJES

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Students’ writing ability has become an essential element for student success and may be influenced by the student and teachers skills; therefore, the subject has garnered the attention of regulators and researchers alike. Thus, the current research investigates the role of student critical thinking skills and teachers’ intellectual skills on students’ writing ability across private universities in Indonesia. The researchers also investigate the mediating impact of student learning among the nexus of student critical thinking skills, teachers’ intellectual skills and student writing ability in the context of private universities in Indonesia. The present study has used primary data collection methods and employs the survey questionnaires for data collection. The current research also use the primary data analysis tools such as smart-PLS to test the study hypotheses as well as the items’ validity and reliability. The results reveal that student critical thinking skills and teachers’ intellectual skills have a positive influence on student writing ability in private universities in Indonesia. The results also show that student learning significantly mediates between the association of student critical thinking skills, teachers’ intellectual skills and student writing ability of private universities in Indonesia. This study is meaningful for future researchers who want to investigate this area in a more in-depth manner in the future and provides the guideline to the regulating and developing authorities while formulting policies related to students’ writing ability in the universities of Indonesia. Keywords: Student critical thinking skills, teachers’ intellectual skills, student writing ability, student learnings, private universities in Indonesia

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“…Such writing apprehension emerges particularly among students who regard writing as an innate ability, for they are more likely to underestimate their writing skills (Palmquist and Young, 1992; Sanders-Reio et al, 2014). As a tool of assessment, writing has been found to be related to academic achievement (Keith et al, 2020). Meanwhile, students with a lower GPA suffer from a higher risk of burnout (Asikainen et al, 2019; Hyytinen et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

International students’ burnout and self-efficacy profiles and their relation to writing conceptions

Yin,

Parpala,

Toom

2024

Research in Comparative and International Education

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International students are at risk of burnout during their studies and face challenges in their writing. This study explores the burnout and self-efficacy profiles of international students and how these profiles differ in writing conceptions. Participants were 162 international students at a research-intensive Finnish university. They completed the HowULearn Questionnaire and the Writing Process Questionnaire. Latent profile analysis identified three profiles combining students’ burnout and self-efficacy: high burned-out students (16.0%), moderate burned-out students (45.1%), and low burned-out students with high self-efficacy (38.9%). The profile membership was not significantly related to students’ demographic, linguistic, or writing-related characteristics. The results showed that the combination of a lower level of study-related burnout and relatively higher self-efficacy led to fewer blocks, less procrastination and perfectionism, and more positive conceptions of knowledge transforming and productivity in writing. Overall, the study indicated that study-related burnout and self-efficacy contributes to understanding international students’ writing processes.

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The role of academic background and the writing centre on students’ academic achievement in a writing-intensive criminological theory course

Cited by 5 publications

References 27 publications

The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education

The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education

Student critical thinking skills and student writing ability: The role of teachers’ intellectual skills and student learning

International students’ burnout and self-efficacy profiles and their relation to writing conceptions

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