Transcription predicts planning, revision, and self-efficacy in both grade groups¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i3 large
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Paths from transcription to planning (β = .33/.39), revision (β = .57/.58), and self-efficacy (β = .39/.69) were significant in Grades 4-6 and Grades 7-9 respectively. → 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 · i3 · associational · r2

Structural paths in the SEM were significant in both samples with the printed standardized coefficients, including βT→R = .57 in Grades 4-6 and βT→SE = .69 in Grades 7-9; the authors note even older students "may rely on their handwriting and spelling abilities to gauge their own sense of confidence."

"the effects of transcription on planning (T→P), revision (T→R), and self-efficacy (T→SE) were significant in Grades 4-6 (βT→P = .33, p = .006; βT→R = .57, p < .001; βT→SE = .39, p < .001) and in Grades 7-9 (βT→P = .39, p < .001; βT→R = .58, p < .001; βT→SE = .69, p < .001)"

Discussion¶

Learner Variables¶

• Writing Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Planning and self-efficacy contributed more to text generation in Grades 7-9, transcription more in Grades 4-6 — related
• In Grades 7-9, transcription contributes to writing quality indirectly through planning and self-efficacy — related
• Planning and revision skills were unrelated, and neither predicted self-efficacy, in the studied samples — related
• Transcription, planning, revision, and self-efficacy explain 76% of writing-quality variance in Grades 4-6 and 82% in Grades 7-9 — related