Argumentation in collaboration: the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing.

This paper has investigated the importance of explicit instruction and collaborative writing on (a) argumentative writing performance and (b) self-efficacy for writing of secondary school students. This intervention study additionally aimed to evaluate the effectiveness of alternating between individual and collaborative writing throughout the writing process (planning collaboratively, writing individually, revising collaboratively, and rewriting individually). A cluster randomized control trial (CRT) design was opted for.

The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance.

It is well established that students' motivation for writing is a key predictor of their writing performance. The aim of the current study is to study and map the relations underlying different motivational constructs (i.e.

Development of the Reading Comprehension Strategies Questionnaire (RCSQ) for late elementary school students.

Late elementary education constitutes a critical period in the development of reading comprehension strategies, a key competence in today's society. However, to date, appropriate measurements to map late elementary students' reading strategies are lacking. In this respect, the present article first describes the development and validation of the 26-item reading comprehension strategies questionnaire (RCSQ).

Mind Maps: Processed as Intuitively as Thought? Investigating Late Elementary Students' Eye-Tracked Visual Behavior Patterns In-Depth.

In this study, 44 late elementary students' visual behavior patterns when reading mind maps were investigated, more particularly, the intuitive processing nature of their visual characteristics, reading sequence and presentation mode (i.e., mind map before or after text).

Relations among motivation, behaviour, and performance in writing: A multiple-group structural equation modeling study.

Background: Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance.

Aims: We aimed to: (1) examine structural relations among two motivational variables (i.

Assessing and Mapping Reading and Writing Motivation in Third to Eight Graders: A Self-Determination Theory Perspective.

The twofold aim of this study was to substantiate the validity of the Self-Regulation Questionnaire-Reading Motivation and Self-Regulation Questionnaire-Writing Motivation for third to eight graders and to map motivational trends in elementary and secondary education students' academic and recreational reading and writing. More specifically, we adopted the innovative and coherent theoretical framework of the Self-Determination Theory to study qualitatively different motives for reading and writing and to examine the relationships between them. In total, 2,343 students from third to eighth grade were involved.

Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education.

Despite evidence for the utility of self-determination theory in physical education, few studies used objective indicators of physical activity and mapped out between-class, relative to between-student, differences in physical activity. This study investigated whether moderate-to-vigorous physical activity (MVPA) and rated collective engagement in physical education were associated with autonomous motivation, controlled motivation, and amotivation at the between-class and between-student levels. Participants were 739 pupils (46.

Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring.

Background: Research reveals that explicit reading strategies instruction and engaging students in interaction about texts promote students' reading comprehension ability. The present intervention study combines both aspects.

Aims: The study examines the educational benefits of explicit reading strategies instruction, followed by practice in (a) teacher-led whole-class activities (STRAT), (b) reciprocal same-age (STRAT + SA), or (c) cross-age peer tutoring activities (STRAT + CA) on fifth graders' reading comprehension achievement.