Revision and Regulation: Clustering Self-Regulated Writers With Self-Reports and Keystroke Data

• In Event: Measuring Self-Regulated Learning Tendencies: A Roundtable Discussion

Abstract

Writing-about-writing curricula in first-year writing college courses foster declarative and procedural knowledge about writing; however, there is little research on how students apply this knowledge during their writing. The goal of this study was to investigate the relationship between: (1) students’ self-reports on their planning and revising strategies during writing, and (2) how those students engage in self-regulation strategies as evidenced through real-time keystroke data. A k-means cluster analysis (n = 63) revealed 2 student clusters based on their self-reported use of planning and revising strategies and keystroke activity. This demonstrates students’ perceptions of self-regulated writing strategies during writing matches their actual keystroke behaviors, which stresses the importance of including perceptions and behaviors to understand student self-regulated writing.

Authors

• Michelle Taub, University of Central Florida

• Joel Schneier, University of Central Florida