Student Self-Regulation: Teacher Instructional Practices and Student Writing Feedback Perceptions as Predictive Factors

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Abstract

This study tested the predictive and mediational roles of writing teacher instructional practices and student writing feedback perceptions, respectively, on student writing self-regulation in elementary and secondary classrooms. Results indicated a significant relationship between teacher instructional practices and student self-regulation as mediated by student writing feedback perceptions. These findings suggest that teacher writing instructional practices may influence not only how strategic students are in their writing, but also the ways in which they perceive writing feedback.

Authors

• Sharon Zumbrunn, Virginia Commonwealth University

• Jennifer Goldsmith, Virginia Commonwealth University

• Heather Carlson-Jaquez, Virginia Commonwealth University

• Shawn Sthreshley, Virginia Commonwealth University

• Eric Ekholm, Virginia Commonwealth University