Self-regulated strategy development (SRSD) has extensive evidence of improving student writing; however, few studies have investigated the relative importance of specific self-regulation components in SRSD. Twelve students in Grades 5 to 7 were assigned to one of two, 5-week SRSD conditions for persuasive writing that differed in instruction on the use of self-statements. No differences in outcomes were found between SRSD conditions, but large gains in writing quality, composition duration, and writing self-efficacy were found in both conditions. Although limited by not including a no-intervention comparison condition, the observed gains were typical of effect sizes reported in meta-analyses of SRSD and provide some additional evidence of replication in independent research teams and in a Canadian context.

中文翻译：

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不列颠哥伦比亚省5至7年级说服力写作自我调节策略发展的初步成分分析

自我调节的策略制定（SRSD）有广泛的证据可以提高学生的写作能力；然而，很少有研究调查SRSD中特定自我调节成分的相对重要性。12名5至7年级的学生被分配到两个为期5周的SRSD条件中的一项，以进行有说服力的写作，这些条件在自我陈述的使用说明上有所不同。在SRSD条件之间未发现结果差异，但在两种条件下均发现书写质量，构图持续时间和书写自我效能有较大提高。尽管由于不包括无干预比较条件而受到限制，但是观察到的收益是SRSD荟萃分析中报道的典型效应大小，并为独立研究团队和加拿大研究提供了一些重复的证据。