Document Type
Article
Original Publication Date
2020
Journal/Book/Conference Title
Frontline Learning Research
Volume
8
Issue
4
First Page
52
Last Page
73
DOI of Original Publication
10.14786/flr.v8i4.505
Date of Submission
August 2020
Abstract
In this study, we examine the extent to which the discrepancy between teacher-reported and student-reported self-regulatory behaviours during writing were associated with students’ end-of-year writing grades after controlling for student writing ability and other demographic characteristics. Results of our study, conducted with a sample of 201 middle grades students enrolled in a large, comprehensive suburban school district in the Mid-Atlantic U.S., suggest a significant and positive relationship between teacher discrepancy and grades, after controlling for writing ability, student self-regulation, gender, race/ethnicity, and SES. This has clear implications for the classroom, as it suggests that even after accounting for student difference in terms of ability background, and demographics, the effort that teachers perceive their students making in the fall are still associated with students’ year-end performance in their class. This represents some of the first frontline evidence of the predictive relationship between self-regulation discrepancy and student achievement in writing.
Rights
From Frontline Learning Research: FLR adopts the Attribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND). That is, Copyright for articles published in this journal [FLR] is retained by the authors with, however, first publication rights granted to the journal. By virtue of their appearance in this open access journal [FLR], articles are free to use, with proper attribution, in educational and other non-commercial settings.
Is Part Of
Publications from the Dept. of Foundations of Education
Comments
Originally published at https://doi.org/10.14786/flr.v8i4.505.
Funded in part by the VCU Libraries Open Access Publishing Fund.