Writing on-demand, text-based analytical essays is a challenging skill to master. Novice writers, such as the sixth grade US students in this study, may lack background knowledge of how to compose an effective essay, the self-efficacy skills, and the goal setting skills that will help with completing this task in accomplished ways. This sequential mixed-method study explored the impact of guiding a predominantly Redesignated English Learner group of students in a large, urban, low-SES school district in a timed, on-demand essay into a multiple draft process paper through a self-assessment, planning and goal setting, and reflection process as they revised this process paper over a three week period. Both treatment and comparison students completed a pre-test on demand writing assessment, a pre and post self-efficacy in writing survey, and a post-test on demand writing assessment. Students in both conditions were participating in a year-long writing intervention called The Pathway to Academic Success, developed and implemented by the UC Irvine site of the National Writing Project (UCI Writing Project), during the 2017–2018 school year and received identical training from their teachers on how to revise a pre-test essay. However, only the treatment group engaged in self-assessment, planning and goal setting, and reflection during this revision process. Students in the treatment condition demonstrated improved self-efficacy in the writing sub-domain of revision (p < .05) and had statistically significant greater gains on the post-test writing assessment (r = .57; p < .001). These results suggest that engaging students in a planned revision process that includes student reflection, planning, and goal setting before revision, and reflection and self-assessment after revision, positively impacts self-efficacy and writing outcomes.

按需撰写基于文本的分析性文章是一项需要掌握的具有挑战性的技能。新手作家，例如本研究中的六年级美国学生，可能缺乏如何撰写有效论文的背景知识、自我效能技能以及有助于以成功方式完成这项任务的目标设定技能。这项连续的混合方法研究探讨了通过自我评估将定时、按需论文中的主要重新指定英语学习者群体的学生在大型城市、低 SES 学区引导成多草稿过程论文的影响，计划和目标设定，以及他们在三周内修订此过程文件时的反思过程。治疗学生和比较学生都完成了按需写作评估的前测，写作前后的自我效能调查，和按需写作评估后测试。这两种情况的学生都参加了为期一年的写作干预，称为学术成功之路，由加州大学欧文分校国家写作项目（UCI 写作项目）网站开发和实施，在 2017-2018 学年期间接受了相同的培训从他们的老师那里了解如何修改预测试文章。然而，只有治疗组在此修订过程中进行了自我评估、计划和目标设定以及反思。治疗条件下的学生在修订的写作子域中表现出提高的自我效能（由加州大学欧文分校国家写作项目（UCI 写作项目）在 2017-2018 学年期间开发和实施，并接受了老师关于如何修改预测试论文的相同培训。然而，只有治疗组在此修订过程中进行了自我评估、计划和目标设定以及反思。治疗条件下的学生在修订的写作子域中表现出提高的自我效能（由加州大学欧文分校国家写作项目（UCI 写作项目）在 2017-2018 学年期间开发和实施，并接受了老师关于如何修改预测试论文的相同培训。然而，只有治疗组在此修订过程中进行了自我评估、计划和目标设定以及反思。治疗条件下的学生在修订的写作子域中表现出提高的自我效能（p  < .05) 并且在测试后写作评估中取得了统计学上显着的更大收益 (r = .57; p  < .001)。这些结果表明，让学生参与有计划的修订过程，包括学生在修订前的反思、计划和目标设定，以及修订后的反思和自我评估，会对自我效能和写作成果产生积极影响。