Uncovering Self-regulated Learning and Metacognitive Processing through Writing

• In Event: AERA Poster Session Wednesday 3:45pm
  In Poster Session: Motivation, Emotion, and Self-Regulation: Connecting Student Learning and Teacher Practice

Abstract

Undergraduate academic writing courses help increase students’ writing self-efficacy and writing ability. However, focusing on the written product may cause educators to miss hidden self-regulated writing and metacognitive processes in their students. This study combined Graham’s (2018) Writer(s)-Within-Community Model of Writing and Winne and Hadwin’s (2008) information processing model to examine the relationship between sentence-level keystroke behavior and student self-regulated writing process (SRWP) discussions using a multinomial hierarchical generalized linear model. Results indicated that insertion keystroke behavior while students reflected on their SRWP indicated metacognitive processing. However, average keystroke behavior duration did not moderate the relationship between sentence-level keystroke behavior duration and SRWP discussions. Future research explores how educators can use keystroke behavior to guide instruction and assessment of SRWP.

Authors

• LaVonda R. Walker, University of Central Florida

• Michelle Taub, University of Central Florida

• Joel Schneier, University of Central Florida

• Sierra Outerbridge, University of Central Florida