Pietro Boscolo's research while affiliated with University of Padova and other places

Publications (10)

Conference Paper
Full-text available
Writing is a particularly demanding activity, which poses unique motivational challenges for students. This study sought to examine the contribution of writing motivation and writing frequency (an understudied variable in writing research) to students’ writing performance. The objectives were twofold: a) examining structural relations among two mot...
Article
Background: Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance. Aims: We aimed to: (1) e...
Article
Full-text available
Motivation is a catalyst of writing performance in school. In this article, we report a systematic review of empirical studies on writing motivation conducted in school settings, published between 2000 and 2018 in peer-reviewed journals. We aimed to (1) examine how motivational constructs have been defined in writing research; (2) analyze group dif...
Article
Full-text available
This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effec...
Article
Writing as a learning activity offers an account of the potentials of writing as a tool for learning. Four aspects of writing emerge particularly clearly through the chapters. First, writing to learn depends on the cognitive strategies of the writer; instruction in such strategies contributes significantly to the ability to use writing as a learnin...

Citations

... Reviews of research across several academic domains-including science, math, reading, and writing-consistently suggest that attitudes are linked to domain-specific achievement and achievement-related thoughts and behaviors Steinkamp & Maehr, 1983). In the domain of writing, recent research suggests linkages between favorable writing attitudes and student writing self-regulation behavior (Zumbrunn et al., 2019) and performance (Camacho et al., 2021a;2021b;Graham et al., 2018). Attitudes toward receiving writing feedback, then, likely influence students' feedback-related behaviors, such as the extent to which they engage with and attempt to learn from feedback, as well as eventual writing achievement. ...
... (Hidi & Boscolo, 2007;Bai & Guo, 2019;Graham, Harris, Kiuhara, & Fishman, 2017;Troia et al., 2013). Niektoré štúdie potvrdili, že využívanie technológií, aplikácií a multimédií má pozitívny vplyv na motiváciu žiakov k písaniu (McGrail, 2011;Camacho, Alves, & Boscolo, 2021). Viaceré štúdie tiež ukázali, že aj využívanie aktivít tvorivého písania pozitívne vplýva na motiváciu žiakov (Göçen, 2019;Babayigit & Ozgur, 2019) . ...
... With regard to summary/synthesis writing and argumentative writing, the available empirical evidence is quite mixed (see Klein 1999, andKlein et al. 2019, for summaries) and difficult to compare to the Freiburg research program on journal writing. A major difference to the Freiburg approach to journal writing is that researchers investigating summary/synthesis or argumentative writing typically implemented and evaluated complex and time-intensive writing trainings including phases of modeling and writing exercises often lasting over several weeks (e.g., Gelati et al. 2014;Martínez et al. 2015). In these writing trainings, the goal typically was to teach students how to write a good summary or synthesis. ...
... Recent research has shown that writing can lead to positive effects on insight and topic knowledge [3,[10][11][12][13]. Studies are directed at students in all levels of education (from primary to higher education). ...
... appreciation, praise etc.) in relation to writing courses. For this reason, in the studies conducted in the last century, affective factors as well as cognitive factors affecting writing skills have been examined (Zimmerman & Reisemberg, 1997;Boscolo & Gelati, 2007). ...
... In addition to the hybridity of discourse synthesis, addressed in this article, other reading-writing connections include facets of discourse knowledge that are employed in both processes and also social interactions that occur between authors and audiences. Another connection is the epistemic capacity of both processes in writing to learn: It goes without question that reading leads to learning, but writing also has epistemic qualities, as it too leads to new knowledge (e.g., Ackerman, 1993;Galbraith & Baaijen, 2018;Graham et al., 2020;Klein et al., 2014;N. Nelson, 2001b). ...