Psychological Development and Education ›› 2001, Vol. 17 ›› Issue (2): 36-40.

Previous Articles     Next Articles

Allocation of Planning Time and its the Effect on the Writing Achievement

  

  • Online:2001-04-15 Published:2001-04-15

PDF (PC)

1031

Abstract: The purpose of this study was to probe into the allocation of planning time between the top and poor students as well as the possible effects of the different strategies of allocation of planning time on the writing achievement.Experiment 1 and 2 studied the differences between the top students and poor students'arrangement of the planning time in the condition of unlimited time and limited time.Experiment 3 investigated the possible effect of the different allocation strategy of planning time on the writing achievement.The results showed that the top students spent much more time on writing plan in the condition of unlimited time and that there were significant better achievement in longer limited planning time than shorter limited planning time.

Key words: composition, time-allocation, self-regulated strategy

CLC Number: 

  • G442
[1] Spivey,N.N,&King,J.R.(1989).Readers as writers composing from sources.Reading Research Quarterly,24(1),7-26.
[2] Rennie,D.L.,&Brewer,L.(1987).A grounded theory of thesis blocking. Teaching of Psychology,14(1),10-16.
[3] Bereiter,C.,&Scardamalia,M.(1986). Written composition.In M. Wittrock(ED.),Handbook of research on teaching.(3th ed.,pp.778-803).New York:MacMillan.
[4] Flower,L.,& Hayes,J.R.(1980).The dynamic of composing:Making plans and juggling constraints.In L. Gregg and E.Steinberg(Eds),Cognitive processes in writing,31-50.
[5] Carey,L.,Flower,L.,Hayes,J.R.,Schriver,K.,&Hass,C.(1987).Differences in writers'initial task representations(Office of Naval Research Technical Report 2).Pittsburgh,PA: Carnegie-Mellon University.
[6] Zimmerman,B.J.(1997).Becoming a Self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology,22,73-101
[1] ZHANG Zhonglu, YI Junru, ZHANG Zhuqing, XING Qiang, LEI Yi, LI Hong. The Facilitating Effect of Element Type and Crossed Relation on Problem Solving [J]. Psychological Development and Education, 2021, 37(5): 609-618.
[2] ZHANG Yunyun, LUO Fang, Dong Qi, LIU Fanglin. Effect of School Composition on Migrant Children's Mathematics Academic Achievement in China [J]. Psychological Development and Education, 2016, 32(1): 56-64.
[3] HOU Ke, LIU Yan, QU Zhiyong, ZHANG Yunyun, JIANG Suo. The Impact of Classroom Composition on Psychological Adjustment of Left-behind Children: Contrast Effect or Assimilation Effect? [J]. Psychological Development and Education, 2015, 31(2): 220-229.
[4] JIANG Ying-jie, LI Guang, CHE Wen-bo, LIU Li. Developmental Characteristics of Meta-cognition in Non-English-Major Undergraduates’ English Composition [J]. Psychological Development and Education, 2005, 21(2): 68-74.
Viewed
Full text
1031
HTML PDF
Just accepted Online first Issue Just accepted Online first Issue
0 0 0 0 0 1031

  From Others local
  Times 911 120
  Rate 88% 12%

Abstract
2345
Just accepted Online first Issue
0 0 2345
  From Others local
  Times 1946 399
  Rate 83% 17%

Cited
Web of Science  Crossref   ScienceDirect  Search for Citations in Google Scholar >>
 
This page requires you have already subscribed to WoS.
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd