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The impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performance

2023Journal article Restricted access
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dc.contributor.authorCamacho, Ana
dc.contributor.authorAlves, Rui A.
dc.contributor.authorSilva, Mariana
dc.contributor.authorFerreira, Paula
dc.contributor.authorCorreia, Nadine
dc.contributor.authorDaniel, João
dc.date.accessioned2023-01-18T20:02:29Z
dc.date.available2023-01-18T20:02:29Z
dc.date.issued2023
dc.description.abstractSelf-Regulated Strategy Development (SRSD) is an evidence-based instructional approach combining background knowledge, writing, and self-regulation strategies to improve students’ writing motivation and performance. While the positive impact of SRSD on writing performance variables is well-established, mixed findings were found for motivational variables, namely self-efficacy. In addition, the impact of SRSD on motivational constructs other than self-efficacy—such as implicit theories—has received considerably less attention. In this study, we examined the impact of an SRSD instructional program about opinion text writing on two extensively studied writing performance variables (i.e., text quality and text length) and on two motivational variables (i.e., selfefficacy and implicit theories). Moreover, we tested whether adding a brief growth mindset intervention to SRSD instruction would result in gains in writing motivation and performance. To this end, we enrolled 191 sixth graders, from 11 classes, and their Portuguese language teachers to participate in a six-week intervention study. Using a quasi-experimental design, the classes were assigned to one of three conditions: (a) an active control condition (three classes); (b) an SRSD group (four classes); (c) an SRSD plus growth mindset intervention group (henceforth, SRSD + GM; four classes). Our results showed that both the SRSD and the SRSD + GM generally did not significantly differ from the active control group in self-efficacy and implicit theories of writing at posttest. The only exception was self-efficacy for ideation. Of note, the SRSD and the SRSD + GM groups outperformed the active control group in terms of text quality and text length. Our findings did not reveal an added value of a brief growth mindset intervention for SRSD instruction. Overall, our study showed that a six-week SRSD instructional program was effective in improving students’ self-efficacy for ideation and writing performance. However, the brief nature of both SRSD and mindset interventions may have precluded a broader positive impact on motivational beliefs, such as self-efficacy for conventions, self-efficacy for self-regulation, and implicit theories.pt_PT
dc.description.sponsorshipFundação para a Ciência e Tecnologia - FCTpt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationCamacho, A., Alves, R. A., Silva, M., Ferreira, P., Correia, N., & Daniel, J. R. (2023). The impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performance. Contemporary Educational Psychology, 72. https://doi.org/10.1016/j.cedpsych.2022.102127pt_PT
dc.identifier.doi10.1016/j.cedpsych.2022.102127pt_PT
dc.identifier.issn0361476X
dc.identifier.urihttp://hdl.handle.net/10400.12/8922
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherAcademic Press Inc.pt_PT
dc.relationThe motivation gap in writing: Implicit theories as cornerstone of writing achievement
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/pt_PT
dc.subjectGrowth mindset interventionpt_PT
dc.subjectImplicit theoriespt_PT
dc.subjectSelf-efficacypt_PT
dc.subjectSelf-Regulatedpt_PT
dc.subjectStrategy developmentpt_PT
dc.subjectWriting performancept_PT
dc.titleThe impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performancept_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleThe motivation gap in writing: Implicit theories as cornerstone of writing achievement
oaire.awardURIinfo:eu-repo/grantAgreement/FCT//SFRH%2FBD%2F116281%2F2016/PT
oaire.citation.conferencePlaceUnited Statespt_PT
oaire.citation.endPage15pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleContemporary Educational Psychologypt_PT
oaire.citation.volume72pt_PT
person.familyNameCamacho
person.familyNameAlves
person.familyNameAntunes Regadas Brandão da Silva
person.familyNameCorreia
person.familyNameDaniel
person.givenNameAna
person.givenNameRui
person.givenNameMariana
person.givenNameNadine
person.givenNameJoão
person.identifier67285
person.identifierhttps://scholar.google.com/citations?user=JvERSSQAAAAJ&hl=en&oi=ao
person.identifier351005
person.identifier.ciencia-id4E13-0FD1-BB6A
person.identifier.ciencia-id9B1D-5BA6-5141
person.identifier.ciencia-idB915-4997-D85E
person.identifier.ciencia-id4010-D191-AF71
person.identifier.orcid0000-0002-0345-4812
person.identifier.orcid0000-0002-1657-8945
person.identifier.orcid0000-0002-0084-0160
person.identifier.orcid0000-0002-4617-7595
person.identifier.orcid0000-0001-6609-2014
person.identifier.ridD-4068-2015
person.identifier.scopus-author-id25654522000
person.identifier.scopus-author-id55574656700
person.identifier.scopus-author-id24801983400
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
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