Component analysis of self-regulated strategy development : effects of self-statements on student writing

The Self-Regulated Strategy Development (SRSD) model of writing instruction, which has been successfully used to improve student writing, is a multi-component, instructional model that combines explicit writing task strategy instruction with implicit instruction on self-regulation. One component of self-regulation identified in the model is self-instruction (i.e., students’ use of self-statements to regulate their emotions and behavior during the writing process). Recent research is unclear regarding the effectiveness of explicit instruction on self-statement use. The current study used a between groups design across six instructional pairs of students in grades 5 to 7 to determine if self-instruction is a critical component of the SRSD model. Three pairs of students received explicit instruction on the use of self-statements (SRSD+ group), the other three pairs did not (SRSD- group). Between groups differences in change were examined using a mixed effects, repeated measures ANOVA with a random intercept at the pair level. Results indicated that all groups showed significant improvements across most measures over time; however, there were no statistically significant differences in change between the SRSD+ and SRSD- groups. When effect sizes were examined, students in the SRSD- group showed large improvements relative to the SRSD+ group in self-efficacy, and small improvements in writing duration, Correct Writing Sequences (CWS), Percent Correct Writing Sequences (PCWS) and scores from British Columbia Performance Standards in Written Expression (BCPS-W) when compared to the SRSD+ group.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat