Renata S Rocha
Biographic Data
| ID | 10103434 |
|---|---|
| NAME | Renata S Rocha |
| GIVEN NAMES | Renata S |
| FAMILY NAME | Rocha |
| SIGNATURE | ROCHA R S |
| AFFILIATIONS | Universidade do Porto |
| ORCID | 0000-0002-3729-8707 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Writing performance in primary grade: Exploring the links between cognitive and motivational variables
Current theoretical models of writing suggest that cognitive and motivational processes interact with each other during written production. However, despite the growing interest in motivational variables in writing, there are still few efforts to study them together with cognitive variables. Therefore, this study aimed to test the possibility that the cognitive processes of transcription and executive functions may be related to writing performan…
“Breathe, Plan, Write, and Evaluate”: The effects of an SRSD intervention and instructional feedback on 4th graders’ writing and motivation
Introduction Over the years, extensive literature attested to the value of the Self-Regulation Strategy Development model (SRSD) for writing. Additionally, feedback has been recognized as essential to the teaching and learning of writing, and as supporting evidence-based instructional models for writing. However, little is known of the effects of combining evidence-based practice models, such as SRSD, with instructional feedback, as well as with …
No prominent works on this page.
Writing performance in primary grade: Exploring the links between cognitive and motivational variables
Current theoretical models of writing suggest that cognitive and motivational processes interact with each other during written production. However, despite the growing interest in motivational variables in writing, there are still few efforts to study them together with cognitive variables. Therefore, this study aimed to test the possibility that the cognitive processes of transcription and executive functions may be related to writing performan…
“Breathe, Plan, Write, and Evaluate”: The effects of an SRSD intervention and instructional feedback on 4th graders’ writing and motivation
Introduction Over the years, extensive literature attested to the value of the Self-Regulation Strategy Development model (SRSD) for writing. Additionally, feedback has been recognized as essential to the teaching and learning of writing, and as supporting evidence-based instructional models for writing. However, little is known of the effects of combining evidence-based practice models, such as SRSD, with instructional feedback, as well as with …
Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Reading and Literacy Development (2 works) · Writing and Handwriting Education (2 works) · Cognition (1 works) · Cognitive psychology (1 works) · Educational and Psychological Assessments (1 works) · EFL/ESL Teaching and Learning (1 works) · Human–computer interaction (1 works)