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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
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Dynamic Assessment as a Self-Regulation Strategy in the Acquisition of Textual Revision
Olga Arias-Gundin1, Celestino Rodríguez2, Raquel Fidalgo1
1Psychology, Sociology and Philosophy Department, University of León, 24071 León, Spain.
Behavioral Sciences (Basel, Switzerland)
|January 28, 2026
Summary
Instructional programs focusing on substantive revision significantly improve students' writing skills. This approach enhances self-regulation and metacognitive control for better textual revision outcomes.
Area of Science:
- Educational Psychology
- Writing Pedagogy
Background:
- Textual revision is crucial for writing development.
- Less experienced writers face challenges with revision strategies, self-regulation, and metacognitive evaluation.
- Instructional programs can address these challenges by focusing on effective revision techniques.
Purpose of the Study:
- To evaluate the effectiveness of different instructional programs on textual revision.
- To investigate the role of dynamic assessment in promoting self-regulation during revision.
- To compare the impact of mechanical, substantive, combined revision, and rewriting strategies on writing performance.
Main Methods:
- A quasi-experimental design with repeated measures was employed.
- Eighty-eight secondary school students (aged 13-15) were randomly assigned to four conditions: mechanical revision, substantive revision, combined revision, or rewriting.
- Interventions focused on surface-level corrections, content/structure improvements, or a combination thereof.
Main Results:
- Students in the substantive revision group demonstrated the most significant improvements in their revisions.
- Instructional approaches emphasizing deep, content-oriented revision were most effective.
- The study indicated a positive correlation between revision strategies and self-regulatory skill development.
Conclusions:
- Instructional programs centered on substantive revision are highly effective for enhancing student writing performance.
- Embedding metacognitive support within revision-focused instruction is valuable.
- Targeted revision strategies, particularly those focusing on content and structure, foster crucial self-regulatory skills in young writers.
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