Parental autonomy support, parental psychological control and chinese university students’ behavior regulation: The mediating role of basic psychological needs

The present research examined relationships between parental autonomy support, parental psychological control, and Chinese emerging adults’ autonomous regulation in their university studies as well as dysregulation in social media engagement. A total of 287 (102 female and 185 male) Chinese university students reported on their perceived parenting styles, psychological needs, and behavior regulation. Results showed that basic psychological need satisfaction was positively associated with parental autonomy support and autonomous regulation of learning; need frustration was positively correlated with parental psychological control and dysregulation in social media engagement. More importantly, psychological need frustration was a mediator of the relation between parental psychological control and dysregulation in social media engagement. Our findings suggest that students living in an autonomy-supportive familial environment tend to have satisfied psychological needs as well as autonomous learning behavior. Impairment of psychological needs could be one of the mechanisms through which psychologically controlling parenting was linked to dysregulation of social media use in Chinese culture

Implementing self-regulated strategy development for teaching argumentative writing : a multidimensional approach

Tese de doutoramento, Psicologia (Psicologia da Educação), Universidade de Lisboa, Faculdade de Psicologia, Universidade de Coimbra, Faculdade de Psicologia e de Ciências da Educação, 201

School leadership and whole- school support of struggling literacy learners in secondary schools

The needs of struggling literacy learners beyond the early years of schooling warrant greater attention. For struggling literacy learners to attain their academic, vocational, and social goals, schools should position literacy as a whole school priority and enhance opportunities for student literacy learning across all learning areas. However, it is not known if literacy is typically supported as a whole school commitment in contemporary secondary schools. This paper draws on survey data from the Australian nation-wide 2019 Supporting Struggling Secondary Literacy Learners (SSSLL) project. Findings suggest that many mainstream secondary school teachers do not perceive that there is a whole-school approach to support struggling literacy learners in their schools, or that there are adequate strategies and supports to meet the needs of struggling literacy learners in their schools. Findings also suggest that regardless of place, school leadership commitment to ensuring that struggling literacy learners have their literacy skills developed across all learning areas may be crucial to the realization of a supportive whole-school culture for struggling literacy learners

Do secondary English teachers have adequate time and resourcing to meet the needs of struggling literacy learners?

© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. As struggling Australian students may not typically receive additional support beyond the mainstream English classroom, more needs to be understood about the staffing and resourcing challenges that may impede secondary English teachers seeking to support these students. Data from the 2019 Supporting Struggling Secondary Literacy Learners project are explored, presenting views from N = 315 Australian secondary English teachers. Respondents disagreed that they have adequate time and resourcing to meet the needs of these students; public schools were perceived to be particularly poorly resourced. Our analysis found perceived deficiency to be compounded; those with insufficient support staff also appeared to have insufficient resources. While efforts to improve students’ literacy skills often target teacher education, it may be unrealistic to expect improvement in the performance of Australia’s struggling literacy learners without greatly increasing provision of support staff and material resourcing

Do secondary English teachers have adequate time and resourcing to meet the needs of struggling literacy learners?

© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. As struggling Australian students may not typically receive additional support beyond the mainstream English classroom, more needs to be understood about the staffing and resourcing challenges that may impede secondary English teachers seeking to support these students. Data from the 2019 Supporting Struggling Secondary Literacy Learners project are explored, presenting views from N = 315 Australian secondary English teachers. Respondents disagreed that they have adequate time and resourcing to meet the needs of these students; public schools were perceived to be particularly poorly resourced. Our analysis found perceived deficiency to be compounded; those with insufficient support staff also appeared to have insufficient resources. While efforts to improve students’ literacy skills often target teacher education, it may be unrealistic to expect improvement in the performance of Australia’s struggling literacy learners without greatly increasing provision of support staff and material resourcing

Primary School Teachers’ Adaptations for Struggling Writers: Survey Study of Grade 1 to 6 Teachers in Australia

Two hundred ninety-eight primary teachers (88% female) from across all Australian states and territories reported on the frequency with which they implemented instructional adaptations for struggling writers in their classrooms. They also rated their preparation and self-efficacy for teaching writing. The majority of participating teachers indicated they provided additional instruction on spelling, capitalization and punctuation, and sentence construction at least once a week or more often. Teachers further reported implementing additional minilessons and reteaching strategies and skills, as well as extra instruction on grammar, handwriting, text structure, revising, and planning on a monthly basis or more often. The majority of teachers reported never or only once a year using adaptations to support digital writing. The frequency with which teachers provided extra instruction on spelling, handwriting, text structure, revising, and computer use differed by grade. Only teachers’ perceived efficacy to teach writing made a unique and statistically significant contribution to predicting the use of instructional adaptations for writing and adaptations to support digital writing after controlling for teacher and classroom variables

The Contributions of Executive Functioning to Handwritten and Keyboarded Compositions in Year 2

Writing is a highly complex skill, recruiting a range of cognitive processes that involve working memory, attention shifting and inhibition, also known as executive functioning (EF). Despite emerging research examining associations between EF and handwritten composition, the mediating role of transcription skills such as automaticity and spelling on the relation between EF and text composition remains underexplored. Even less is understood about the nature of these potential mediation mechanisms in keyboarding, a writing modality that is becoming pervasive in the early years of schooling. The present study examined whether transcription skills mediate the relation between children’s EF and text composition across two modes (handwriting and keyboarding) on a sample of 544 Year 2 Australian children. Assessments of EF, transcription skills and text composition were measured concurrently. Indirect pathways were tested via structural equation modelling. Findings indicated that across text composition modes, transcription skills (i.e., automaticity and spelling) mediated the relationship between children’s EF and writing composition (i.e., compositional fluency and compositional quality). The findings of this study extend current understanding of associations between cognitive processes and text composition in the junior years of schooling and innovate by examining whether hypothesised associations between EF and writing can be extrapolated to keyboard-based writing

The Effects of Automaticity in Paper and Keyboard-Based Text Composing

The predictive association between handwriting automaticity and children’s writing performance is well documented. However, less is known about the relationship between keyboarding automaticity and children’s keyboard-based writing performance. In this exploratory study, we examined the unique contributions of automaticity in both writing modalities in predicting Australian Grade 2 students paper-based and keyboard-based writing performance after controlling for students’ literacy skills, attitudes toward writing, gender, and nesting due to classroom. Forty-nine students (Mean age: 7.19; 25 female) enrolled in one government and one independent school in Western Australia participated in the study. Written informed consent was sought from students, their guardians and classroom teachers.Data was collected in the final term of Year 2. Students participated in one individual session and one group session at school. Sessions were arranged at mutually agreed times with class teachers. During the individual sessions, students completed assessments of handwriting and keyboarding automaticity (number of letters of the alphabet accurately handwritten or typed in 15 seconds), literacy skills (word reading, text comprehension, and spelling) and attitudes towards writing (child-friendly likert scale survey). During the group sessions (carried out on a separate day) three students were assessed on their paper-based and keyboard-based text composing skills (i.e., compositional quality and fluency). Children were presented with two extended writing prompts (E.g.:"On my way home from school I found a robot") and where asked to handwrite and type a story. A maximum of 10 minutes was given per modality. To complete the paper-based writing task, students were given a sheet of A4 lined paper each and a pencil; to complete the keyboard-based writing task, students were given a laptop running a Microsoft Windows operating system with spelling and grammar checks turned off. The order of the handwritten and typed tasks was counterbalanced to control for order effects. Multilevel modelling results showed that automaticity predicted students’ paper-based compositional quality and keyboard-based compositional quality and fluency. Findings further suggested that the relationship between automaticity and writing performance was stronger in keyboard-based text composing than in paper-based text composing. These results reinforce the role of automaticity of transcription skills in predicting the writing performance of beginning writers across modalities and stress the significance of explicit pedagogy and frequent instances of practice to promote the mastery of transcription skills across modalities in the early years of schooling. We argue for the need to expand knowledge on the developmental traits of both paper and keyboard-based writing. Understanding specific modality developmental paths is of core importance since such knowledge will drive evidence-based educational policies informing when, why, and how to teach handwriting and keyboarding in primary education

The effects of automaticity in paper and keyboard-based text composing: An exploratory study

The predictive relationship between handwriting automaticity and children's writing performance is well documented. However, less is known about the relationship between keyboarding automaticity and children's keyboard-based writing performance. In this exploratory study, we examined the unique contributions of automaticity in both writing modalities in predicting Grade 2 students (N = 49) paper-based and keyboard-based writing performance (i.e., compositional quality and fluency) after controlling for students’ literacy skills (i.e., spelling, word reading, and reading comprehension), attitudes toward writing, gender, and nesting due to classroom. Multilevel modelling results showed that automaticity predicted students’ paper-based compositional quality and keyboard-based compositional quality and fluency. Findings further suggested that the relationship between automaticity and writing performance was stronger in keyboard-based text composing than in paper-based text composing. These results reinforce the role of automaticity of transcription skills in predicating the writing performance of beginning writers across modalities and stress the significance of explicit pedagogy and frequent instances of practice to promote the mastery of transcription skills across modalities in the early years of schooling