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ERIC Number: EJ1317589
Record Type: Journal
Publication Date: 2020-Mar
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0146-3934
EISSN: N/A
The Influence of Writing Achievement Goals and Writing Self-Regulation on College Students' Writing Grades
Tadlock, Joseph
College Student Journal, v54 n1 p25-42 Mar 2020
This study examined relationships between college students' writing achievement goal orientations, writing self-regulatory behaviors and writing grades. The study was conducted in a postsecondary setting at a large public university. Using multivariate techniques, survey and writing sample data were gathered to address the following research questions: Do college students' writing achievement goals relate to their writing grades; do college students' writing achievement goals relate to their writing self-regulation; and, does writing self-regulation partially mediate the relationship between writing achievement goals and writing grades in college writing classrooms? A sample of 107 participants completed both the survey and writing prompt portions of the study. The findings contradict some of the prior literature on achievement goal orientations and self-regulation. However, these results help bridge a gap in the achievement goal orientation and self-regulation research, as prior studies have predominantly focused on PK-12 settings and domains other than writing.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovation.com/college-student-journal
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A