學(xué)生寫作發(fā)展離不開修改。在計(jì)算機(jī)輔助學(xué)習(xí)時代,修改越來越成為自我調(diào)節(jié)性寫作活動。學(xué)生可以通過目標(biāo)設(shè)定的認(rèn)知策略或同學(xué)互評的社會策略調(diào)節(jié)修改行為。前期研究或植根于個人認(rèn)知立場,或植根于社會認(rèn)知立場,僅研究寫作目標(biāo)或同學(xué)互評各自對寫作修改的影響,忽略了寫作自我調(diào)節(jié)的社會認(rèn)知視角下,修改是寫作目標(biāo)驅(qū)動和同學(xué)互評共同作用的結(jié)果。本研究基于社會認(rèn)知視角下的寫作自我調(diào)節(jié)理論,結(jié)合了以往研究的兩條主線,剖析寫作目標(biāo)和同學(xué)互評對寫作自我調(diào)節(jié)性修改的協(xié)同作用,以便了解如何進(jìn)一步促進(jìn)寫作修改。本文主要研究三個問題:在網(wǎng)上寫作學(xué)習(xí)情境中,學(xué)生進(jìn)行了哪些自我調(diào)節(jié)性修改,效果如何?目標(biāo)設(shè)定和同學(xué)互評這兩種社會認(rèn)知策略有何具體特征?自我調(diào)節(jié)性修改在質(zhì)與量上如何與寫作目標(biāo)和同學(xué)互評相關(guān)?在研究設(shè)計(jì)上,本研究首次提取學(xué)生自發(fā)生成的寫作目標(biāo),用于分析修改與個人目標(biāo)調(diào)節(jié)的共現(xiàn)關(guān)系。此外,同學(xué)互評作為社會策略,涉及兩方面的學(xué)習(xí)機(jī)會,一方面得到評價(jià)和建議,另一方面還從評價(jià)他人習(xí)作中得到反思。這兩方面的內(nèi)容在本研究中都以文字形式提取,從而綜合判斷修改的多樣化來源。135名美國大學(xué)生參與了此次研究。在一個十六周的學(xué)期,學(xué)生們根據(jù)... 

【文章頁數(shù)】：249 頁

【學(xué)位級別】：博士

【文章目錄】：
ABSTRACT
摘要
ACKNOWLEDGEMENTS
CHAPTER 1 INTRODUCTION
    1.1 RESEARCH BACKGROUND OF THE STUDY
    1.2 SCOPE OF THE STUDY
    1.3 OBJECTIVE OF THE STUDY
    1.4 SIGNIFICANCE OF THE STUDY
    1.5 AN OVERVIEW OF CHAPTERS
CHAPTER 2 LITERATURE REVIEW
    2.1 THE CONCEPT OF REVISION
    2.2 PREVIOUS STUDIES ON REVISION
        2.2.1 Categorizations of revision
        2.2.2 Differences of revision between skilled and unskilled writers
        2.2.3 Strategies of revision
    2.3 THE CONCEPT OF SELF-REGULATED REVISION
    2.4 PREVIOUS STUDIES ON SELF-REGULATION IN WRITING
        2.4.1 Self-regulation and writing
        2.4.2 Goal setting and writing
        2.4.3 Peer review and writing
    2.5 POINTS OF DEPARTURE FROM PREVIOUS STUDIES
CHAPTER 3 THEORETICAL PERSPECTIVE
    3.1 THE SOCIO-COGNITIVE PERSPECTIVE
    3.2 A SOCIO-COGNITIVE PERSPECTIVE OF WRITING
        3.2.1 Writing as a cognitive goal-driven process
        3.2.2 Writing as a social cognitive peer-mediated process
        3.2.3 Writing as an integrated cognitive and social cognitive process
    3.3 A SOCIO-COGNITIVE PERSPECTIVE OF SELF-REGULATED REVISION
        3.3.1 Writing as a process of revision
        3.3.2 Writing and revision as a self-regulated process from a socio-cognitive perspective
CHAPTER 4 RESEARCH DESIGN
    4.1 RESEARCH QUESTIONS
    4.2 RESEARCH SETTING AND PARTICIPANTS
    4.3 MATERIALS FOR ONLINE WRITING AND PEER REVIEW
    4.4 RESEARCH PROCEDURES
CHAPTER 5 AN ANALYSIS OF SELF-REGULATED REVISION
    5.1 A MULTI-DIMENSIONAL TAXONOMY OF SELF-REGULATED REVISION
        5.1.1 Illustration of revision identification
        5.1.2 Dimensions of self-regulated revision
    5.2 QUALITATIVE ANALYSIS OF SELF-REGULATED REVISION
        5.2.1 Low level surface changes
        5.2.2 Low level meaning changes
        5.2.3 High level meaning changes
    5.3 QUANTITATIVE ANALYSIS OF SELF-REGULATED REVISION
        5.3.1 Numbers and sizes of self-regulated revision
        5.3.2 Effects of self-regulated revision
    5.4 SUMMARY
CHAPTER 6 AN ANALYSIS OF SOCIAL COGNITIVE STRATEGIES OF REVISION .
    6.1 WRITING GOALS
        6.1.1 Free response writing goals
        6.1.2 Writing goal survey
    6.2 PEER REVIEW
        6.2.1 Received peer comments
        6.2.2 Self-reflections from peer review
    6.3 SUMMARY
CHAPTER 7 THE RELATION BETWEEN SELF-REGULATED REVISION AND SOCIAL COGNITIVE STRATEGIES
    7.1 QUALITATIVE ANALYSIS OF THE OVERLAP BETWEEN REVISION AND SOCIAL COGNITIVE STRATEGIES
        7.1.1 Revision overlapping with a cognitive strategy
        7.1.2 Revision overlapping with social strategies
        7.1.3 Revision overlapping with social cognitive strategies
    7.2 QUANTITATIVE ANALYSIS OF THE ASSOCIATION BETWEEN REVISION AND SOCIAL COGNITIVE STRATEGIES
        7.2.1 Quantitative coding measures and procedures
        7.2.2 The distribution and overlap percentage of revision with social cognitive strategies .
    7.3 GENERAL DISCUSSION
        7.3.1 The nature and role of writing goals
        7.3.2 The nature and role of peer review
        7.3.3 The aggregation effects of social cognitive strategies of revision
CHAPTER 8 CONCLUSION
    8.1 GENERAL FINDINGS OF THE STUDY
    8.2 CONTRIBUTIONS OF THE STUDY
    8.3 IMPLICATIONS OF THE STUDY
    8.4 LIMITATIONS OF THE STUDY
    8.5 SUGGESTIONS FOR FURTHER STUDY
REFERENCES
APPENDIX A WRITING PROMPTS FOR TWO PAPERS
APPENDIX B PEER REVIEW GUIDELINES- INVOLVING COMMENTS AND RATING RUBRICS
APPENDIX C THE WRITING GOAL SURVEY
APPENDIX D STUDENT PAPER SAMPLES
PUBLICATIONS DURING THE AUTHOR’S DOCTORAL STUDY


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