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An examination of self-efficacy and ...

Farkas, Ferne Beth.

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An examination of self-efficacy and the impact of self-regulation strategy instruction on struggling high school writers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An examination of self-efficacy and the impact of self-regulation strategy instruction on struggling high school writers./
Author:	Farkas, Ferne Beth.
Description:	136 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Rhetoric. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621321
ISBN:	9781303923579

An examination of self-efficacy and the impact of self-regulation strategy instruction on struggling high school writers.
Farkas, Ferne Beth.

An examination of self-efficacy and the impact of self-regulation strategy instruction on struggling high school writers. - 136 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2014.

This mixed methods design study qualitatively examined the phenomenon of self-efficacy from the participants' perspective. It explained, in qualitative terms, the metacognitive thoughts of struggling high school writers as they engaged in the process of writing persuasive essays. Additionally, this study examined, in quantitative terms, the effects of the STOP and DARE self-regulation strategy on the participants' persuasive writing achievement. The participants' self-efficacy for writing persuasive essays progressed in a positive way throughout the study. The participants displayed positive expressions, thoughts and ideas. Their writing achievement improved when they implemented the STOP and DARE self-regulation strategy.

ISBN: 9781303923579Subjects--Topical Terms:

516647
Rhetoric.

An examination of self-efficacy and the impact of self-regulation strategy instruction on struggling high school writers.
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245 1 3 $a An examination of self-efficacy and the impact of self-regulation strategy instruction on struggling high school writers.
300 $a 136 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Susan Szabo.
502 $a Thesis (Ed.D.)--Texas A&M University - Commerce, 2014.
520 $a This mixed methods design study qualitatively examined the phenomenon of self-efficacy from the participants' perspective. It explained, in qualitative terms, the metacognitive thoughts of struggling high school writers as they engaged in the process of writing persuasive essays. Additionally, this study examined, in quantitative terms, the effects of the STOP and DARE self-regulation strategy on the participants' persuasive writing achievement. The participants' self-efficacy for writing persuasive essays progressed in a positive way throughout the study. The participants displayed positive expressions, thoughts and ideas. Their writing achievement improved when they implemented the STOP and DARE self-regulation strategy.
590 $a School code: 1287.
650 4 $a Rhetoric. $3 516647
650 4 $a Curriculum development. $3 684418
650 4 $a Special education. $3 516693
690 $a 0681
690 $a 0727
690 $a 0529
710 2 $a Texas A&M University - Commerce. $b EdD Supervision, Curriculum, and Instruction-Elementary Education. $3 2049797
773 0 $t Dissertation Abstracts International $g 75-09A(E).
790 $a 1287
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621321