The occurrence of six (meta)cognitive writing activities varies significantly across episodes of task execution¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Proportions of reading the assignment, planning, text production, reading own text, evaluating own text and revising differ significantly across episodes of the writing process. → Tillema 2011

Evidence¶

Tillema 2011¶

Tillema, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2011). Relating self reports of writing behaviour and online task execution using a temporal model. Metacognition and Learning. https://doi.org/10.1007/s11409-011-9072-x

q2 · i? · associational · r1

Multilevel polynomial regression on think-aloud and keystroke-logged protocols from 20 secondary students writing four argumentative essays, with protocols split into five episodes. The article reports that occurrence of all six activities varied significantly by episode, with model fit R2 ranging from .18 (reading own text) to .81 (revising).

"The results of the regression analyses show that for the six online activities which were analyzed, the average occurrence indeed varies across task execution, i.e. due to 'episode'."

Discussion¶

Related Claims¶

• Reported planner scores interact with episode: high planners plan more at the start and less at the end of task execution — a narrower finding that bears on this claim
• Planner and reviser questionnaire scores show frequency main effects on several online activities, with no interaction with episode — related
• No effects of reported planner or reviser scores were found on evaluating own text — related
• Reported reviser scores interact with episode for reading the assignment, with the effect reversing from episode 2 onwards — related