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Reading to write: Self‐regulated learning strategies when writing essays from sources

https://doi.org/10.1080/19388079609558221
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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The effects of test anxiety and task variables on predecisional information search
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Developing children's self-efficacy and skills: The roles of social comparative information and goal setting
inferredcites →https://doi.org/10.1016/0361-476x(86)90030-5openalex-snapshot
Verbalization and children's self-regulated learning
inferredcites →https://doi.org/10.1016/s0002-9459(24)03946-9openalex-snapshot
On Written Communication
inferredcites →https://doi.org/10.1016/s0022-5371(83)80002-4openalex-snapshot
Macrorules for summarizing texts: the development of expertise
inferredcites →https://doi.org/10.1037//0022-0663.76.3.466openalex-snapshot
Nature of the reading-writing relation: An exploratory multivariate analysis.
inferredcites →https://doi.org/10.1037//0278-7393.14.2.355openalex-snapshot
Attentional overload and writing performance: Effects of rough draft and outline strategies.
inferredcites →https://doi.org/10.1037/0022-0663.81.1.91openalex-snapshot
Self-efficacy and outcome expectancy mechanisms in reading and writing achievement.
inferredcites →https://doi.org/10.1037/0022-0663.82.1.51openalex-snapshot
Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.
inferredcites →https://doi.org/10.1037/0022-3514.41.3.586openalex-snapshot
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
inferredcites →https://doi.org/10.1037/0033-295x.85.5.363openalex-snapshot
Toward a model of text comprehension and production.
inferredcites →https://doi.org/10.1080/00220973.1982.11011845openalex-snapshot
Progress Self-Monitoring
inferredcites →https://doi.org/10.1111/j.1467-1770.1985.tb00358.xopenalex-snapshot
SUMMARY PROTOCOLS OF “UNDERPREPARED” AND “ADEPT” UNIVERSITY STUDENTS: REPLICATIONS AND DISTORTIONS OF THE ORIGINAL
inferredcites →https://doi.org/10.1145/988616.988619openalex-snapshot
From dissertation abstracts international
inferredcites →https://doi.org/10.1177/002246698501900307openalex-snapshot
Participation in Goal Setting: Effects On Self-Efficacy and Skills of Learning-Disabled Children
inferredcites →https://doi.org/10.1177/0741088384001002004openalex-snapshot
Survey of Academic Writing Tasks
inferredcites →https://doi.org/10.1177/0741088390007002004openalex-snapshot
Transforming Texts
inferredcites →https://doi.org/10.1598/rrq.24.1.1openalex-snapshot
Readers as Writers Composing From Sources
inferredcites →https://doi.org/10.2307/1423213openalex-snapshot
Effectiveness of Prewriting Strategies as a Function of Task Demands
inferredcites →https://doi.org/10.2307/2065952openalex-snapshot
Social Learning Theory.
inferredcites →https://doi.org/10.2307/3340496openalex-snapshot
Social Learning Theory
inferredcites →https://doi.org/10.2307/356600openalex-snapshot
A Cognitive Process Theory of Writing
inferredcites →https://doi.org/10.2307/357865openalex-snapshot
Self-Efficacy and Writing: A Different View of Self-Evaluation
inferredcites →https://doi.org/10.3102/00028312023004614openalex-snapshot
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
inferredcites →https://doi.org/10.4324/9780203763353openalex-snapshot
Self-regulation of Learning and Performance
inferredcites →https://doi.org/10.4324/9781315630274openalex-snapshot
Cognitive Processes in Writing

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Synthesising information from various texts: A study of procedures and products at different educational levels
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Literacy in vocational education and training: scenario-based reading and writing education
inferred← citeshttps://doi.org/10.1016/j.asw.2013.09.003openalex-snapshot
A closer look at integrated writing tasks: Towards a more focussed definition for assessment purposes
inferred← citeshttps://doi.org/10.1016/j.asw.2025.100922openalex-snapshot
Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills
inferred← citeshttps://doi.org/10.1016/j.chbr.2026.101127openalex-snapshot
Third and fifth graders’ self-regulation in multiple digital documents reading
inferred← citeshttps://doi.org/10.1016/j.edurev.2016.06.002openalex-snapshot
Best practices in L2 English source use pedagogy: A thematic review and synthesis of empirical studies
inferred← citeshttps://doi.org/10.1016/j.erap.2019.100515openalex-snapshot
Metacognitive components of writing: Construction and validation of the Metacognitive Components of Planning Writing Self-inventory (MCPW-I)
inferred← citeshttps://doi.org/10.1016/j.esp.2021.01.003openalex-snapshot
An exploratory analysis of source integration in post-secondary L1 and L2 source-based writing
inferred← citeshttps://doi.org/10.1016/j.jeap.2008.04.001openalex-snapshot
Investigating the reading-to-write construct
inferred← citeshttps://doi.org/10.1016/j.jslw.2012.12.001openalex-snapshot
Effect of instruction on ESL students’ synthesis writing
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2008.06.001openalex-snapshot
Planning text structure as a way to improve students' writing from sources in the compare–contrast genre
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102808openalex-snapshot
Tracking self-regulated learning in action: How individual differences shape positive and negative regulation across three types of tasks
inferred← citeshttps://doi.org/10.1016/j.linged.2024.101333openalex-snapshot
Translanguaging in second language writing processes
inferred← citeshttps://doi.org/10.1016/j.stueduc.2021.101017openalex-snapshot
Using emotional intelligence in an EFL integrated writing assessment
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Fostering EFL university students’ motivation and self-regulated learning in writing: A socio-constructivist approach
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From failure to success: working with under‐prepared transfer students
inferred← citeshttps://doi.org/10.1111/bjep.12498openalex-snapshot
The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance
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Harnessing the potential of trace data and linguistic analysis to predict learner performance in a multi‐text writing task
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The Challenge of Writing Remediation: Can Composition Research Inform Higher Education Policy?
inferred← citeshttps://doi.org/10.1177/13621688251352265openalex-snapshot
A latent profile analysis of self-regulated reading-to-write and writing strategies, and their relations to motivation and achievement
inferred← citeshttps://doi.org/10.18627/jslg.29.2.201308.297openalex-snapshot
The Effects of Reading Materials on Elementary School Students’ English Writing Ability
inferred← citeshttps://doi.org/10.4018/978-1-61692-901-5openalex-snapshot
Fostering Self-Regulated Learning through ICT
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Mark-UP
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Investigating Indonesian Master's Students’ Perception of Critical Thinking in Academic Writing in a British University
inferred← citeshttps://doi.org/10.47749/t/unicamp.2017.991545openalex-snapshot
Avaliação de um programa de intervenção na escrita de sínteses para estudantes universitários
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Writing Techniques of Top-Performing High School Students Using Online Information Sources
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Connaissances métacognitives et stratégies d’autorégulation impliquées dans la révision de textes : construction et validation d’un instrument autorapporté
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