Examining the Relationship Between Students' Writing Self-Assessment and Writing Performance Through Self-Regulated Learning: A Mediation Model

• In Event: AERA Poster Session 2
  In Poster Session: Self-Directed Learning, Motivation, and Metacognition

Abstract

This study used a communicative competence framework to examine whether students’ engagement in self-regulated learning (SRL) strategies mediate the effect of their writing self-assessment (WSA) on the linguistic (LC; grammar and vocabulary) and strategic (SC; task-fulfilment and organization) dimensions of writing performance. Results from a structural equation model indicated that WSA does not directly predict SC nor LC when controlling for SRL, instead, a full mediation effect was found. WSA completely predicted writing performance through SRL, and SRL predicted SC and LC with similar effectiveness—suggesting a lack of domain-specific influence on writing. Results suggest that while WSA is a useful tool to support autonomous learning, its effectiveness on performance outcomes is limited by students’ active use of SRL strategies

Authors

• Melissa R. Hunte, University of Toronto

• Christine Marie Barron, OISE/University of Toronto

• Eunice Eunhee Jang, University of Toronto