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Getting Stuck in Writing: Exploring Elementary Students' Writing Self-Regulation Strategies

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Title: Getting Stuck in Writing: Exploring Elementary Students' Writing Self-Regulation Strategies
Language: English
Authors: Varier, Divya (ORCID 0000-0002-6995-3331), Zumbrunn, Sharon, Conklin, Sarah, Marrs, Sarah, Stringer, J. K., Furman, Jennifer
Source: Educational Studies. 2021 47(6):680-699.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Writing Instruction, Elementary School Students, Writing Strategies, Self Management, Content Analysis, Writing Achievement, Age Differences, Gender Differences, Grade 3, Grade 4, Grade 5, Writing Processes
DOI: 10.1080/03055698.2020.1729095
ISSN: 0305-5698
Abstract: To understand the self-regulatory strategies children used while writing, we asked 780 elementary school students in the United States, "What do you do when you get stuck in your writing?" Using an inductive approach to content analysis, we analysed their responses to an open-ended item on a survey on student motivation for patterns of self-regulatory behaviour. We examined how their responses differed according to gender, grade level, achievement, and writing self-regulation aptitude. Overwhelmingly, students described strategies like reviewing prewriting, brainstorming, and help-seeking--strategies proven effective for improving writing performance. Chi-square analysis revealed female, upper-grade level, and high-achieving students were significantly more articulate in reporting their strategies. Descriptive analysis revealed these students also reported regulating their behaviours and emotions such as taking a break or persisting at the task. There were no differences in strategy use based on self-regulation scores. We conclude with implications for writing self-regulation theory, research, and practice.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1312241
Database: ERIC
FullText Text:
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  Data: Getting Stuck in Writing: Exploring Elementary Students' Writing Self-Regulation Strategies
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  Data: <searchLink fieldCode="AR" term="%22Varier%2C+Divya%22">Varier, Divya</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6995-3331">0000-0002-6995-3331</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zumbrunn%2C+Sharon%22">Zumbrunn, Sharon</searchLink><br /><searchLink fieldCode="AR" term="%22Conklin%2C+Sarah%22">Conklin, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Marrs%2C+Sarah%22">Marrs, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Stringer%2C+J%2E+K%2E%22">Stringer, J. K.</searchLink><br /><searchLink fieldCode="AR" term="%22Furman%2C+Jennifer%22">Furman, Jennifer</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Studies%22"><i>Educational Studies</i></searchLink>. 2021 47(6):680-699.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 20
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: 10.1080/03055698.2020.1729095
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  Data: 0305-5698
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  Data: To understand the self-regulatory strategies children used while writing, we asked 780 elementary school students in the United States, "What do you do when you get stuck in your writing?" Using an inductive approach to content analysis, we analysed their responses to an open-ended item on a survey on student motivation for patterns of self-regulatory behaviour. We examined how their responses differed according to gender, grade level, achievement, and writing self-regulation aptitude. Overwhelmingly, students described strategies like reviewing prewriting, brainstorming, and help-seeking--strategies proven effective for improving writing performance. Chi-square analysis revealed female, upper-grade level, and high-achieving students were significantly more articulate in reporting their strategies. Descriptive analysis revealed these students also reported regulating their behaviours and emotions such as taking a break or persisting at the task. There were no differences in strategy use based on self-regulation scores. We conclude with implications for writing self-regulation theory, research, and practice.
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  Data: 2021
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  Data: EJ1312241
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      – SubjectFull: Elementary School Students
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