Implicit Theory of Writing Ability: Relationship to Metacognitive Strategy Knowledge and Strategy Use in Academic Writing

2016 ◽  
Vol 16 (1) ◽  
pp. 47-63 ◽  
Author(s):  
Yves Karlen ◽  
Miriam Compagnoni
Keyword(s):  
Academic Writing ◽  
Implicit Theories ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
Implicit Theory ◽  
Writing Ability ◽  
Self Regulated Learning ◽  
Frequent Use ◽  
Human Attributes ◽  
The Relationship

Implicit theories about the nature of human attributes as either malleable or fixed influence how people perceive knowledge and approach different tasks. Two studies explored the relationship between implicit theory of writing ability, metacognitive strategy knowledge (MSK), and strategy use in the context of academic writing. The pre-study with N = 51 university students revealed a significant correlation between students’ implicit theories and their MSK. Self-reported quality and diversity of strategy use, assessed by open-ended questions, were not significantly associated with students’ implicit theories. Expanding strategy use measures, study 2 ( N = 133) found significant correlations between a more malleable theory and more frequent use of metacognitive strategies. Confirming the results of the pre-study, the results of study 2 showed that a more malleable theory of writing ability was directly associated with higher MSK. In sum, the results illustrate the importance of linking implicit theories to self-regulated learning.

scholarly journals PRE-SERVICE TEACHERS’ SELF-REGULATED LEARNING STRATEGY, MOTIVATION, AND REVISION BEHAVIORS IN EFL ACADEMIC WRITING

2019 ◽  
Vol 8 (2) ◽  
pp. 193
Author(s):  
Salim Nabhan
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
English Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Writing Revision ◽  
Personal Process ◽  
The Relationship

<p>The present study explored pre-service teachers’ self-regulated learning strategy<br />and motivation in EFL academic writing. A further aim of the study is to<br />investigate the relationship between their self-regulated learning strategy and<br />motivation as well as to explore the revision behaviors in English academic<br />writing. A questionnaire was administered to 56 pre-service teachers (PST)<br />majoring English language education. The questionnaire covered 16 items of<br />questions regarding self-regulated learning strategy comprising environmental<br />process, behavioral process, and personal process, as well as motivation. PSTs’<br />revisions of academic writing were also assessed using writing revision categories<br />to identify their revision behaviors. Descriptive analyses indicated that<br />participants were moderate to high in their self-regulated learning strategy and<br />motivation toward their writing activities. Furthermore, the result showed that<br />despite the fact that self-regulated learning strategy in the aspect of environmental<br />strategy and personal strategy did not significantly correlate with motivation,<br />behavioral strategy significantly correlated with motivation. In addition to this,<br />among the revision categories, the aspects of organization, citation, mechanics,<br />language use, and references were the most common categories of revisions,<br />while content and format were the least ones. The study might have implication<br />on the PST’s EFL academic writing instruction.<br />Keywords: self-regulated learning strategy, motivation, revision, EFL academic<br />writing</p>

scholarly journals Child Sex Offenders' Cognitive Distortions and Related Personality Traits

2021 ◽  
Author(s):  
◽  
Jennifer Joyce Jones
Keyword(s):  
New Zealand ◽  
Sex Offenders ◽  
Personality Traits ◽  
Cognitive Distortions ◽  
Implicit Theories ◽  
Implicit Theory ◽  
Personality Scale ◽  
Scale Scores ◽  
The Relationship ◽  
Related Personality

<p>Research has identified that child sex offenders hold thematically distinct cognitive distortions, which Ward and Keenan (1999) call Implicit Theories. The aim of the study was to investigate the relationship between offenders' Implicit Theories and their personality related cognitions. The variables were measured using the Implicit Theory Questionnaire and Millon's (1990) MCMI-III personality scales. Participants comprised 28 male child sex offenders serving a custodial sentence in New Zealand, who elected to have treatment. Majority of participants' personality scale scores reached the clinical threshold. Results identified dependant, depressive and schizoidal personality traits to significantly correlate with three Implicit Theories. Significant personality scale score differences were also revealed between Maori and NZ/European offenders. Clinical and theoretical implications are discussed.</p>

scholarly journals Child Sex Offenders' Cognitive Distortions and Related Personality Traits

2021 ◽  
Author(s):  
◽  
Jennifer Joyce Jones
Keyword(s):  
New Zealand ◽  
Sex Offenders ◽  
Personality Traits ◽  
Cognitive Distortions ◽  
Implicit Theories ◽  
Implicit Theory ◽  
Personality Scale ◽  
Scale Scores ◽  
The Relationship ◽  
Related Personality

<p>Research has identified that child sex offenders hold thematically distinct cognitive distortions, which Ward and Keenan (1999) call Implicit Theories. The aim of the study was to investigate the relationship between offenders' Implicit Theories and their personality related cognitions. The variables were measured using the Implicit Theory Questionnaire and Millon's (1990) MCMI-III personality scales. Participants comprised 28 male child sex offenders serving a custodial sentence in New Zealand, who elected to have treatment. Majority of participants' personality scale scores reached the clinical threshold. Results identified dependant, depressive and schizoidal personality traits to significantly correlate with three Implicit Theories. Significant personality scale score differences were also revealed between Maori and NZ/European offenders. Clinical and theoretical implications are discussed.</p>

scholarly journals Relationship between Students’ Metacognitive Strategy and Self-Efficacy in Speaking

2016 ◽  
Vol 6 (2) ◽  
pp. 105
Author(s):  
Adam Adam
Keyword(s):  
Self Efficacy ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
Positive Direction ◽  
Eighth Grade Students ◽  
Medium Level ◽  
The Mean ◽  
The Relationship ◽  
Academic Year ◽  
Speaking Skills

The main purpose of this research is to investigate the relationship between students’ metacognitive strategy and their self-efficicacy in speaking skills. Besides, this study also investigates the overall level of students’ use of metacognitive strategy and the level of their self-efficacy in speaking skills. The sample of this research was the eighth grade students of SMP 26 Batam  in the academic year 2016/2017. The data were collected using questionnaires and were calculated using a Likert Scale. There were three findings of this research. First, The overall level of students’ metacognitive strategy in speaking skills was 3.3. Second, the overall level of students’ self-efficacy in speaking skills was 3.27. Third, there was a positive correlation between students’ metacognitive strategy and their self-efficicacy in speaking skills which was indicated by the correlation coefficient of 0.54. There is a significant correlation between students’ metacognitive strategy and their self-efficacy in speaking skills as indicated by the correlation coeficient of 0.54. There is a positive direction of the correlation as indicated by the correlation coeficient above zero and near to 1. The students’ overall metacognitive strategy use in speaking skills is a medium level as indicated by the mean score of 3.3 The students’ overall self-efficacy in their speaking skills is  a medium level as indicated by the mean score of 3.27. Keywords : metacognitive, self-efficacy, speaking skills

The Connection Between Primary School Students’ Self-Regulation in Learning and Perceived Teaching Quality

2013 ◽  
Vol 12 (2) ◽  
pp. 138-156 ◽  
Author(s):  
Svenja Rieser ◽  
Benjamin C. Fauth ◽  
Jasmin Decristan ◽  
Eckhard Klieme ◽  
Gerhard Büttner
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Self Regulation ◽  
Teaching Quality ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
Volitional Control ◽  
Cognitive Activation ◽  
Self Regulated Learning ◽  
Regulated Learning

Effective self-regulation is needed to foster student learning. A meta-analysis has shown that even primary school children benefit from training in self-regulated learning. However, there is a lack of research considering the connection between key aspects of regular classroom instruction and students’ self-regulated learning. This study investigates the hypothesis that in primary school, self-regulated learning is systematically related to the quality of teaching. Teaching quality is conceptualized as a multidimensional construct comprising classroom management, supportive climate, and cognitive activation. All three dimensions of teaching quality, as well as metacognitive strategy use and volitional control, were reliably assessed for 996 third graders from 54 classes in German primary schools via questionnaire. Because of the clustered data structure, we used multilevel regression analyses for identifying the assumed connections. Most notably, at the classroom level, metacognitive strategy use was significantly predicted by cognitive activation, whereas volitional control was predicted by a supportive climate.

To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses

2018 ◽  
Vol 29 (4) ◽  
pp. 549-571 ◽  
Author(s):  
Victoria F. Sisk ◽  
Alexander P. Burgoyne ◽  
Jingze Sun ◽  
Jennifer L. Butler ◽  
Brooke N. Macnamara
Keyword(s):  
Academic Achievement ◽  
Low Socioeconomic Status ◽  
Implicit Theories ◽  
Meta Analysis ◽  
Low Socioeconomic ◽  
Moderating Factors ◽  
Mind Set ◽  
Meta Analyses ◽  
Human Attributes ◽  
The Relationship

Mind-sets (aka implicit theories) are beliefs about the nature of human attributes (e.g., intelligence). The theory holds that individuals with growth mind-sets (beliefs that attributes are malleable with effort) enjoy many positive outcomes—including higher academic achievement—while their peers who have fixed mind-sets experience negative outcomes. Given this relationship, interventions designed to increase students’ growth mind-sets—thereby increasing their academic achievement—have been implemented in schools around the world. In our first meta-analysis ( k = 273, N = 365,915), we examined the strength of the relationship between mind-set and academic achievement and potential moderating factors. In our second meta-analysis ( k = 43, N = 57,155), we examined the effectiveness of mind-set interventions on academic achievement and potential moderating factors. Overall effects were weak for both meta-analyses. However, some results supported specific tenets of the theory, namely, that students with low socioeconomic status or who are academically at risk might benefit from mind-set interventions.

scholarly journals Self-Assessment in Academic Writing: A UAE Case Study

2009 ◽  
Vol 6 (2) ◽  
pp. 52-67
Author(s):  
David Litz
Keyword(s):  
Academic Writing ◽  
Statistical Correlation ◽  
Self Assessment ◽  
Writing Ability ◽  
English Writing ◽  
Moment Coefficient ◽  
Writing Assignment ◽  
University Level ◽  
The Relationship

The main purpose of this study was to examine the relationship between student ratings and teacher ratings on a university-level writing assignment in order to investigate the extent to which students have the ability and wherewithal to accurately and reliably assess themselves on a finished writing product. The Pearson Product Moment coefficient was used to determine whether or not there was a statistical correlation between student scores and teacher scores while the Intra-Class Coefficient and Spearman Brown Prophecy formula were used to determine the degree of agreement between raters as well as amongst all of the raters for an average reliability score. In this case the results were very promising as it was found that student and teacher scores correlated very highly and demonstrated a strong degree of agreement. This suggests that self assessment may be used to assist students in this particular context to better understand the conventions of English writing and ultimately improve their overall writing ability.

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