1. Disciplinary Network Presentation Yi Shang Educational Psychology PROV 504 17/11/2014 Global Center

2. 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, 2005 - 2014. Advanced education in Diagnostic Radiography, Shanghai Ruijin Hospital, May 2010 – May 2011 Bachelor degree of Medical Imaging, Wenzhou Medical University, Zhejiang province, China, 2000 - 2005.

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

4. Preeminent Scholars Albert Bandura Barry J. Zimmerman Jean Piaget

5. 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.

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

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

8. Outline Background Finding from literature review Future research

9. 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

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

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

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

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

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

15. 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

16. 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 http://revistasunaledu.vindux.com/index.php/profile/article/view/37184 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:10.1080/14623943.2012.670618 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:10.1016/j.learninstruc.2008.12.001 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:10.3102/00028312031004845 Zimmerman, B. J., & Risemberg, R. (1997). Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Contemporary Educational Psychology, 22(1), 73–101. doi:10.1006/ceps.1997.0919 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:10.1080/10627197.2014.869446

17. Thank You & Questions Yi Shang Educational Psychology PROV 504 17/11/2014 Global Center