This study investigated fourth and fifth graders' metacognitive knowledge about writing and its relationship to writing performance to help identify areas that might be leveraged when designing effective writing instruction. Students' metacognitive knowledge was probed using a 30-minute informative writing prompt requiring students to teach their…

Our study tested whether learning is shaped by fundamental cognitive and motivational forces in the academic domain of writing. We examined whether strategic writing behavior and motivation (attitudes toward writing and self-efficacy) made a statistically significant and unique contribution to the prediction of writing quality and number of words…