<abstract xmlns="http://www.w3.org/1999/xhtml"><p> 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<sub>age </sub>= 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. </p></abstract>

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 (Mage = 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.

Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

Psychology of Language and Communication

This work is licensed under the Creative Commons Attribution-NoDerivs 4.0 International License.

{"article-title":"Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report"}

We investigated cross-cultural differences in ninth-grade students’ reported use of self-regulated strategies for writing. We assessed 12 self-regulated...

Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

Publié en ligne: 30 nov. 2017

Pages: 244 - 265

DOI: https://doi.org/10.1515/plc-2017-0012

Mots clés
self-regulation, writing-strategies, context

© by Anabela Malpique

This work is licensed under the Creative Commons Attribution-NoDerivs 4.0 International License.

Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

Publié en ligne: 30 nov. 2017

Pages: 244 - 265

DOI: https://doi.org/10.1515/plc-2017-0012

Mots clésself-regulation, writing-strategies, context

© by Anabela Malpique

This work is licensed under the Creative Commons Attribution-NoDerivs 4.0 International License.

Mots clés
self-regulation, writing-strategies, context