文章基本信息

标题：Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report
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作者：Anabela Malpique ; Ana Margarida V. Veiga Simão ; Lourdes Maria B. Frison 等
期刊名称：Psychology of Language and Communication
印刷版ISSN：1234-2238
出版年度：2017
卷号：21
期号：1
页码：244-265
DOI：10.1515/plc-2017-0012
语种：English
出版社：Walter de Gruyter GmbH
摘要：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 (M_age= 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.
关键词：self-regulation ; writing-strategies ; context