Transcription, planning, revision, and self-efficacy explain 76% of writing-quality variance in Grades 4-6 and 82% in Grades 7-9¶

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? The structural model accounted for 76% of variance in text generation quality in Grades 4-6 and 82% in Grades 7-9. → 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

In the multiple-group SEM, the four latent predictors "accounted for 76% and 82% of the variance in text generation quality" in the younger and older samples respectively; no effect size per predictor is printed for this omnibus figure.

"Transcription, planning, revision, and self-efficacy accounted for 76% and 82% of the variance in text generation quality, respectively, in Grades 4-6 and 7-9."

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
• Transcription predicts planning, revision, and self-efficacy in both grade groups — related
• Planning and revision skills were unrelated, and neither predicted self-efficacy, in the studied samples — related
• Inference, but not theory of mind, is independently related to writing quality after accounting for transcription skills and working memory — related