Limpo Teresa, Alves Rui A
University of Porto, Portugal.
Br J Educ Psychol. 2014 Dec;84(Pt 4):571-90. doi: 10.1111/bjep.12042. Epub 2014 Jun 6.
In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing intervention?
We aimed to develop a scale to measure students' implicit theories of writing (pilot study) and to test whether these beliefs influence strategy-instruction effectiveness (intervention study).
In the pilot and intervention studies participated, respectively, 128 and 192 students (Grades 5-6).
Based on existing instruments that measure self-theories of intelligence, we developed the Implicit Theories of Writing (ITW) scale that was tested with the pilot sample. In the intervention study, 109 students received planning instruction based on the self-regulated strategy development model, whereas 83 students received standard writing instruction. Students were evaluated before, in the middle, and after instruction.
ITW's validity was supported by piloting results and their successful cross-validation in the intervention study. In this, intervention students wrote longer and better texts than control students. Moreover, latent growth curve modelling showed that the more the intervention students conceived writing as a malleable skill, the more the quality of their texts improved.
This research is of educational relevance because it provides a measure to evaluate students' implicit theories of writing and shows their impact on response to intervention.
在智力研究领域，研究表明，有些人将智力视为一种固定不变的特质（实体信念），而另一些人则将其视为一种可以培养的可塑特质（增长信念）。写作方面呢？人们对于自己写作能力的本质是否持有类似的内隐理论？此外，这些信念是否可能影响学生对写作干预的反应？
我们旨在开发一个量表来测量学生关于写作的内隐理论（试点研究），并测试这些信念是否会影响策略教学的效果（干预研究）。
在试点研究和干预研究中，分别有128名和192名学生（五至六年级）参与。
基于现有的测量智力自我理论的工具，我们开发了写作内隐理论（ITW）量表，并在试点样本中进行了测试。在干预研究中，109名学生接受了基于自我调节策略发展模型的规划指导，而83名学生接受了标准写作指导。在教学前、教学中期和教学后对学生进行了评估。
试点结果及其在干预研究中的成功交叉验证支持了ITW的有效性。在这方面，接受干预的学生比对照组学生写出的文章更长且质量更高。此外，潜在增长曲线模型显示，干预组学生越将写作视为一种可塑技能，他们文章的质量提升就越大。
这项研究具有教育意义，因为它提供了一种评估学生写作内隐理论的方法，并展示了这些理论对干预反应的影响。
