Despite the powerful effect feedback often has on student writing success more research is needed on how students emotionally react to the feedback they receive. This study tested the predictive and ...mediational roles of college student writing self-efficacy beliefs and feedback perceptions on writing self-regulation aptitude. Results suggested that students' perceptions of the feedback they receive on their writing assignments partially mediated the relationship between writing self-efficacy and writing self-regulation beliefs.
Students' acceptance and use of feedback to improve their writing may be influenced by their attitudes toward receiving such feedback. In the present study, we investigated the trajectories of ...students' attitudes toward receiving feedback on their writing from teachers and peers in Grades 3-7. Data were collected from 1,071 students in the fall of three consecutive academic years using a cohort-sequential design. Results indicate that students have a generally positive attitude toward receiving writing feedback by both peers and teachers at all grades. However, results of parallel process latent growth modeling suggest that these attitudes decline annually between third and seventh grade. Further, both trajectories seem to shift between fifth and sixth grade, suggesting different processes between Grades 3-5 and Grades 5-7. Finally, female students tended to like receiving feedback from teachers and peers more than their male peers.
Findings from research demonstrate that student writing proficiency and classroom writing instruction is a national concern (Applebee & Langer, 2006, 2009; Graham, Harris, Fink‐Chorzempa, & ...MacArthur, 2003; Persky, Daane, & Jin, 2003). This qualitative study explored principles of effective writing instruction through the perspectives of leading authorities in the field of writing. Five major themes of effective writing instruction emerged: (1) Effective writing instructors realize the impact of their own writing beliefs, experiences, and practices; (2) Effective writing instruction encourages student motivation and engagement; (3) Effective writing instruction begins with clear and deliberate planning, but is also flexible; (4) Effective writing instruction and practice happens every day; and (5) Effective writing instruction is a scaffolded collaboration between teachers and students. This article summarizes recommendations for best practices in the writing classroom.
In this review, we examine studies of writing self-efficacy conducted with postsecondary students published between 1984 and 2021. We aimed to inventory the methodological choices, writing ...contexts, and types of pedagogies explored in studies of writing self-efficacy with postsecondary students, and summarize the practical implications noted across the included studies. A total of 50 studies met eligibility criteria. All studies used quantitative methods, were conducted in English language settings, focused on undergraduate or graduate students, and included at least one writing self-efficacy measure. Across the 50 studies, the two variables most commonly appearing alongside writing self-efficacy were writing performance and writing apprehension. Many studies also assessed change in writing self-efficacy over time. Writing contexts and measures of writing self-efficacy varied across the included studies. Common practical implications noted across studies included students’ tendency to overinflate their writing self-efficacy, recognition of the developmental nature of writing ability, the importance of teacher attitudes and instructional climate, the influence of feedback on writing self-efficacy, and approaches to teaching and guiding writing. Based on this review, we see several directions for future research including a need for longitudinal studies, consideration of situated approaches, identification of diversity impacts, and attention to consistent use of strong multidimensional measures of writing self-efficacy.
•Promoting curiosity in schools might support motivation and learning.•Little is known about how often curiosity promotion occurs.•Frequency of curiosity-promoting instructional practices were ...measured.•Curiosity promotion differed slightly between preschool math and science lessons.•Curiosity promotion during preschool lessons was infrequently observed.
Curiosity is an important driver of student's learning and school is a promising venue for promoting curiosity through social interactions between teachers and students. However, some research suggests that curiosity in school may decline with grade, perhaps due to educational practices (Engel, 2011). The current study assessed the frequency of curiosity promoting and suppressing instructional practices in 269 preschool math and science lessons across 72 classrooms/teachers (97% female, 80% White), exploring differences between subject and associations with student outcomes (N = 456 students; 54.1 months, 49% female, 64% White). Consistent with prior research, few instances of curiosity-promoting instruction were observed. Although the levels of promotion were similar between math and science, some differences in curiosity promotion were observed, with more variation in curiosity promotion between lessons than between teachers. Curiosity promotion was not associated with child math or science outcomes, but curiosity suppression was negatively associated with child task orientation. The current study demonstrates that it is possible to rigorously measure curiosity promotion in classrooms, and future work should examine strategies for encouraging curiosity promotion.
Though student engagement is hypothesized to be a factor in explaining student level differences in afterschool programs, the measurement of student engagement in this context is inconsistent, and ...findings from the small number of studies about how engagement impacts developmental and academic outcomes are mixed. In this study, we tested the factor structure of Wang and colleagues' school engagement scale with a sample of middle school students (N = 197) who attended an afterschool program in an urban setting. Results suggest that a bifactor model of engagement best fits the data, meaning that engagement consists of four specific factors (affective, behavioral, cognitive, social) and a global factor. We then used structural equation modeling to examine the relationship between engagement, academic outcomes, and positive youth development (PYD). Results also showed positive associations with student mathematics achievement and PYD, but no significant associations were found between engagement and English achievement. This study provides a theoretically aligned way to measure engagement and evidence to support engagement as a key factor in predicting youth outcomes in an out‐of‐school context.
Highlights
This investigation explores adolescent engagement in afterschool programs.
Adolescent engagement is comprised of affective, behavioral, cognitive, and social facets.
Engagement in afterschool programs is positively associated with math achievement and positive youth developmental outcomes.
This study provides an easy to administer and valid tool for measuring engagement in afterschool programs.
Engagement in afterschool programs is a growing area of interest for both researchers and practitioners. Though there is an emerging body of research investigating this construct, we lack an ...understanding of how specific dimensions of engagement are endorsed in different ways among subgroups of students. Little is known about the sources and barriers of engagement in afterschool contexts. This mixed methods investigation used latent profile analysis and semi-structured student focus groups to explore individual differences in engagement and sources and barriers of engagement for a sample of underrepresented minority students who regularly participate in an afterschool program. Latent profile analyses revealed three engagement profiles: moderately engaged, affectively engaged, and disengaged. Reported sources (e.g., program content, friends) and barriers (e.g., interpersonal tension, repetitive content) differed by profile. The results provide a comprehensive understanding of student engagement in afterschool programs and are relevant to practitioners who desire to promote engagement.
To understand the self-regulatory strategies children used while writing, we asked 780 elementary school students in the United States, "What do you do when you get stuck in your writing?" Using an ...inductive approach to content analysis, we analysed their responses to an open-ended item on a survey on student motivation for patterns of self-regulatory behaviour. We examined how their responses differed according to gender, grade level, achievement, and writing self-regulation aptitude. Overwhelmingly, students described strategies like reviewing prewriting, brainstorming, and help-seeking- strategies proven effective for improving writing performance. Chi-square analysis revealed female, upper-grade level, and high-achieving students were significantly more articulate in reporting their strategies. Descriptive analysis revealed these students also reported regulating their behaviours and emotions such as taking a break or persisting at the task. There were no differences in strategy use based on self-regulation scores. We conclude with implications for writing self-regulation theory, research, and practice.
There is substantial research on the effectiveness of ambulatory medical preceptors' teaching skills, but less is known about the student perspective on what contributes most to effective learning in ...a busy clinical practice.
As part of a formative midpoint assessment during the third-year clerkship in family medicine, students were asked to respond to the following open-ended reflective prompt: "My preceptor contributed to my learning by..." A qualitative assessment of student responses was conducted to identify themes describing effective learning in the ambulatory setting. Responses for all clerkship students from the years 2012-2014 were examined (N=314).
The most common characteristic of effective learning identified by respondents was Autonomy in Practice. Other prominent themes included Stimulating Critical Thinking and Feedback.
Understanding student perceptions of the critical components of learning in ambulatory settings will allow medical educators to design meaningful student learning experiences and coach community teachers on effective teaching practices.
Students (N = 124) viewed 14 timed Web pages that distinguished 14 confusing word pairs. In a 2 X 2 factorial design, the authors gave all of the students matrices containing representational ...pictures for each pair of words, as well as examples of each word in use. One factor in the design was the absence or presence of rules of usage for each pair, which did or did not prompt rule construction, and the other factor was audio or text presentation of the examples or rules + examples, which could affect cognitive load. Results were consistent with the construction hypothesis and previous research. Students in rule-absent conditions (a) generated more novel examples of the words in use and (b) explained the rules of usage better on written tests than did students in rule-present conditions.
