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.