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Writing Self-efficacy Changes after Cognitive Strategy Intervention in Students with Learning Disabilities: The Mediational Role of Gender in Calibration

Published online by Cambridge University Press:  10 April 2014

Jesús-Nicasio García  and
Raquel Fidalgo
Jesús-Nicasio García*
Affiliation:
Universidad de León (Spain)
Raquel Fidalgo
Affiliation:
Universidad de León (Spain)
*
Correspondence should be addressed to Jesús-Nicasio García, Departamento de Psicología, Sociología y Filosofía. Área Psicología Evolutiva y de la Educación. Campus de Vegazana s/n, 24071 – León, Spain. Phones: +34-987291041 (university); +34-987222118 (home); +34-652817871 (cell); Fax: +34-987291035 (university). E-mail: jn.garcia@unileon.es
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Abstract

This study examines the mediational role of gender in the effects of two patterns of cognitive and self-regulatory strategy interventions in the writing self-efficacy calibration of students with learning disabilities (LD). 121 5th and 6th Primary grade students with LD (43 girls and 78 boys), ranging in age from 10 to 12 years old were randomly allocated either to one of the experimental intervention groups, (n = 48, 19 girls and 29 boys), and followed a intervention program based on the Self-Regulated Strategy Development Model, or they received training based on the Social Cognitive Model of Sequential Skill Acquisition (n = 31, 15 girls and 26 boys), or alternatively they were allocated to the ordinary instruction group (n = 32, 9 girls and 23 boys). Writing performance was assessed using two types of writing evaluation: a reader-based score concerned with structure, coherence and quality, and a text based score regarding productivity, coherence and structure. Writing self-efficacy beliefs were also assessed using a self-report scale including eight items about the students' confidence in completing a writing task and to gain specific writing skills. The results suggest that the miscalibration of writing self-efficacy in girls with LD was significantly modified to a more realistic calibration of their writing competence after experimental intervention. However, the findings do not confirm the same clear statement for boys.

Este estudio examina el papel mediacional del género en los efectos de dos patrones de intervenciones de estrategias cognitivas y auto-reguladoras en la calibración de la autoeficacia escritora de alumnos con dificultades de aprendizaje (DA). Se asignaron al azar a 121 alumnos de educación primaria de 5⍜ y 6⍜ con DA (43 chicas y 78 chicos), edades entre 10 y 12 años, o a uno de los grupos de intervención experimental (n = 48, 19 chicas y 29 chicos), y recibieron un programa de intervención basado en el modelo de desarrollo de estrategia auto-regulada o un entrenamiento basado en el modelo cognitivo de adquisición secuencial de habilidades (n = 31, 15 chicas y 26 chicos), o alternativamente, fueron asignados a un grupo de instrucción normal (n = 32, 9 chicas y 23 chicos). Se evaluó la ejecución de escritura con dos tipos evaluación: una puntuación basada en el lector, ligada a la estructura, la coherencia y la calidad, y una puntuación basada en el texto, ligada a la productividad, la coherencia y la estructura. Las creencias de autoeficacia sobre la escritura también se evaluaron con una escala de auto-informe que incluía ocho ítems acerca de la confianza de los alumnos al completar una tarea de escritura y al ganar habilidades de escritura específica. Los resultados sugieren que la calibración errónea de la autoeficacia de escritura en chicas con DA se modificó significativamente a una calibración más realista de su competencia en escritura después de la intervención experimental. Sin embargo, los resultados no confirman lo mismo para los chicos.

Keywords

writing self-efficacycalibrationcognitive strategy interventionlearning disabilitiesgender differencesautoeficacia de escrituracalibraciónintervención cognitiva de estrategiadificultades de aprendizajediferencias de género
Type
Articles
Information
The Spanish Journal of Psychology , Volume 11 , Issue 2 , November 2008 , pp. 414 - 432
Copyright
Copyright © Cambridge University Press 2008

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