Dissertation/Thesis Abstract

An evaluation of the efficacy of Self-Regulated Strategy Development (SRSD) on improving freshman college students' writing abilities
by Chenard, Monica R., Psy.D., University of Southern Maine, 2014, 73; 3688011
Abstract (Summary)

The purpose of this dissertation is to describe a doctoral research study designed to implement Self-Regulated Strategy Development (SRSD) writing revision strategies, delivered in a completely online format, for college students. There is an insignificant amount of empirical research that has been conducted supporting writing interventions for college students. Self-Regulated Strategy Development (SRSD) is a writing intervention for which a significant amount of empirical research has been conducted in regards to its efficacy in elementary, middle, and high schools, with results showing positive effects for students of all ages. SRSD has features that lend itself to web-based interventions as well. Research on web-based interventions for students of all ages is on the rise, and is significant in regard to the methods of communication in which students today function. This study investigated the efficacy of a web-based version of SRSD provided to college students in freshman writing classes. The three SRSD revision strategies chosen to investigate were REVISE, SCAN, and Compare, Diagnose, Operate. The results indicated those SRSD participants who reported using at least one of the revision strategies at some point during the semester received higher course grades in their writing classes, in comparison to those participants who did not use the strategies; secondary analysis indicated that although the SRSD students' grades were higher, when group size was controlled, the difference in grades was not statistically significant. Qualitative analyses indicate that students felt as though the REVISE and SCAN strategies were most effective, and may be the most socially valid. The findings are discussed in the context of the procedures necessary for creating effective evidence-based writing interventions in the college setting.

Indexing (document details)
Advisor: Brown, Rachel
Commitee: Bickford, Rebekah, Johnson, Paul
School: University of Southern Maine
Department: College of Education and Human Development
School Location: United States -- Maine
Source: DAI-A 76/08(E), Dissertation Abstracts International
Subjects: Education, Educational psychology, Psychology
Keywords: Abilities, Freshman, SRSD, Self-Regulated, Writing
Publication Number: 3688011
ISBN: 978-1-321-66127-9
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