Mariska Barendse's research while affiliated with Ghent University and other places

Publications (2)

Article
In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing perf...

Citations

... Research to further understanding of the relationship between the factors of WSE and writing self-regulation is limited to elementary students' self-reported ratings of their selfregulation behaviours (De Smedt et al., 2017). As noted earlier, measuring student writing self-regulation with teachers' reported observations of student self-regulation behaviours (e.g., planning, revising, persistence) during writing may provide a more accurate depiction of student writing self-regulation than students' self-reports of their behaviour. ...
... Programy pomáhajú žiakom dodržiavať jednotlivé fázy procesu tvorby, ovplyvňujú výber zaujímavých tém, využívajú grafické organizéry a vizualizačné stimuly, podporujú samostatnosť, spoluprácu a pozitívnu klímu v skupine, rozvíjajú sebaregulačné schopnosti žiakov (sebakontrola, sebahodnotenie, sebamonitoring), obsahujú základné informácie o konkrétnych typoch textov, stanovenie cieľa a jeho dodržanie a následné publikovanie a spätnú väzbu nielen od učiteľa, ale aj od spolužiakov. Výskumy potvrdili, že tieto programy veľmi účinne pôsobia na motiváciu, žiaci si jednoduchšie osvoja proces tvorby a jednotlivé aktivity v procese a po absolvovaní takéhoto programu dokážu pracovať bez pomoci učiteľa (Collopy, 2009;Bouwer, Koster, & Bergh, 2018;Smedt & Keer, 2018;Meyer et al., 2010;Troja, Lin, Cohen, & Monroe, 2011;Finlayson & McCrudden, 2020;Harris & Graham, 2016;Lo & Hyland, 2007). ...