Students' creative writing speed decreased in panel 1 except for students with relatively high Creative Self-Concept, and increased in panel 2¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Creative writing speed decreased during the first panel except for relatively high Creative Self-Concept students, then increased in the second panel. → Anouk ten Peze 2024

Evidence¶

Anouk ten Peze 2024¶

Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science. https://doi.org/10.1007/s11251-023-09647-3

q3 · i? · causal · r2

The abstract of the switching-replications quasi-experiment reports the trajectory of keystroke-logged writing speed across the two panels, naming the CSC subgroup exception. No effect sizes or statistics for this finding appear in the supplied text.

"Students' creative writing speed decreased in the first panel, except for students with a relatively high Creative Self-Concept, and then increased in the second panel."

Discussion¶

Related Claims¶

• Creative writing instruction improved creative text quality in panel 1 and showed a transfer effect on argumentative text quality moderated by Creative Self-Concept, a pattern the second panel did not replicate
• Students in both panels were generally positive about the creative writing unit's instructional design, with only two items scoring below neutral and a group difference on one scale