Planning and self-efficacy contributed more to text generation in Grades 7-9, transcription more in Grades 4-6¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Invariance testing showed the paths from planning, self-efficacy, and transcription to text generation differed significantly between grade groups (Δχ2(1) > 4.36, ps < .05; ΔCFI = .01). → Limpo 2013

Evidence¶

Limpo 2013¶

Limpo, T., & Alves, R. A. (2013). Modeling writing development: Contribution of transcription and self-regulation to Portuguese students' text generation quality. Journal of Educational Psychology, 105, 401-413. https://doi.org/10.1037/a0031391

q3 · i? · associational · r2

Stepwise structural invariance testing in the multiple-group SEM (N = 376) constrained paths across groups; constraining the three text-generation paths significantly degraded fit, indicating "these three paths differed significantly between grade groups."

"when we constrained the paths from planning, self-efficacy, or transcription on text generation, the fit of the model declined significantly, Δχ2(1) > 4.36, ps < .05; ΔCFI = .01. These analyses indicated that these three paths differed significantly between grade groups."

Discussion¶

Related Claims¶

• In Grades 7-9, transcription contributes to writing quality indirectly through planning and self-efficacy — a narrower finding that bears on this claim
• Transcription directly constrains text generation quality in Grades 4-6 but not in Grades 7-9 — a narrower finding that bears on this claim
• Transcription predicts planning, revision, and self-efficacy in both grade groups — related
• Transcription, planning, revision, and self-efficacy explain 76% of writing-quality variance in Grades 4-6 and 82% in Grades 7-9 — related
• Revision skill was not related to writing quality in either grade group — related