Disciplinary Network Presentation Yi Shang Educational Psychology PROV /11/2014 Global Center

Introduction Master program of Educational Psychology, concentration in Learning, Cognition and Motivation, George Mason University, 2014 – 2016 (expected). Medical radiologist in Yueqing Hospital, Zhejiang province, China, Advanced education in Diagnostic Radiography, Shanghai Ruijin Hospital, May 2010 – May 2011 Bachelor degree of Medical Imaging, Wenzhou Medical University, Zhejiang province, China,

Major Professional Organizations American Psychological Association (APA) American Educational Research Association (AERA) Institute of Education Sciences (IES)

Preeminent Scholars Albert Bandura Barry J. Zimmerman Jean Piaget

Important works Barry J Zimmerman, Dale H Schunk, & ebrary, I. (2003). Educational psychology a century of contributions. Mahwah, NJ: LErlbaum Associates. Barry J Zimmerman, & Dale H Schunk. (2001). Self-regulated learning and academic achievement theoretical perspectives (2nd ed..). Mahwah, NJ: LErlbaum. James P. Byrnes. (2001). Minds, brains, and learning: understanding the psychological and educational relevance of neuroscientific research. New York: Guilford Press. Tracy Packiam Alloway, & Ross Alloway. (2013). Working memory: the connected intelligence. New York, London: Psychology Press. Angela M. O’Donnell. (2007). Educational psychology: reflection for action. Hoboken, NJ: JWiley. Albert Bandura. (1997). Self-efficacy: the exercise of control. New York: WHFreeman. Jean Piaget. (1954). The construction of reality in the child. New York, Basic Books.

Current topics Self-regulated learning Cognitive load Perceived self-efficacy

Research Question How can teachers use journaling to improve students’ self-efficacy for writing?

Outline Background Finding from literature review Future research

Background of Writing Cognitive knowledge (production deficiency) Organizational strategies elaboration strategies Questions and hints Metacognitive knowledge (mediation deficiency) Declarative knowledge Procedural knowledge Conditional knowledge Background Findings from Literature Review Suggestions for Further Research

Findings from Literature Review Organized according to journaling Enough scaffolding Self-regulation for writing Background Findings from Literature Review Suggestions for Further Research

Journaling Course-connected Collaborated Reflective Background Findings from Literature Review Suggestions for Further Research

Enough Scaffolding Close monitoring Prompts and models High quality feedback Supportive context Background Findings from Literature Review Suggestions for Further Research

Self-regulation Environmental processes Behavioral processes Personal processes Background of BE Findings from Literature Review Suggestions for Further Research

Conclusion Teacher-monitor and self-monitor Teachers’ feedback and self-remediation

Suggestions for Future Research How to monitor students’ self-regulation? What is enough scaffolding? Background of BE Findings from Literature Review Suggestions for Further Research

References Baleghizadeh, S., & Mortazavi, M. (2014). The Impact of Different Types of Journaling Techniques on EFL Learners’ Self-Efficacy. Profile: Issues in Teachers’ Professional Development, 16(1). Retrieved from Bernadowski, C., Perry, R., & Del Greco, R. (2013). Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned. Online Submission, 6(2), 67–86. Brooman, S., & Darwent, S. (2012). A positive view of first-year undergraduate reflective diaries: focusing on what students can do. Reflective Practice, 13(4), 517–531. doi: / Hubner, S., Nuckles, M., & Renkl, A. (2009). Writing Learning Journals: Instructional Support to Overcome Learning-Strategy Deficits. Learning and Instruction, 20(1), 18–29. doi: /j.learninstruc Jalaluddin, I., Yunus, M. M., Yamat, H., & Jusoff, H. K. (2010). A Case Study on Teacher’s Assistance in Writing Classroom: A Look at the Effects on Rural Learners’ Writing Self-efficacy. International Journal of Learning, 17(9), 27–43. Nogueira, P. V., & Canelhas, S. (2009). Learning Experience through Diary Writing: A Case Study. International Journal of Learning, 16(7), 471–485. Zimmerman, B. J., & Bandura, A. (1994). Impact of Self-Regulatory Influences on Writing Course Attainment. American Educational Research Journal, 31(4), 845–862. doi: / Zimmerman, B. J., & Risemberg, R. (1997). Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Contemporary Educational Psychology, 22(1), 73–101. doi: /ceps Alavi, S. M., & Taghizadeh, M. (2014). Dynamic Assessment of Writing: The Impact of Implicit/Explicit Mediations on L2 Learners’ Internalization of Writing Skills and Strategies. Educational Assessment, 19(1), 1–16. doi: /

Thank You & Questions Yi Shang Educational Psychology PROV /11/2014 Global Center