Metacognitive experiences, skills and self-efficacy beliefs in writing: A case study of a pupil with Asperger syndrome

Stamouli, Areti (2012) Metacognitive experiences, skills and self-efficacy beliefs in writing: A case study of a pupil with Asperger syndrome. [Dissertation (University of Nottingham only)] (Unpublished)

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Abstract

The current research constitutes a multi-method case study with a focus on the metacognitive regulatory skills, the emotional experiences and the selfefficacy

beliefs of a student with Asperger syndrome while producing a text. The literature review indicates that children with Asperger syndrome are unable to monitor and control the writing process and the emotional condition of self within

it, amongst other writing difficulties they face. This intertwines with the development of inaccurate self-efficacy beliefs about writing a text. The current

study employs highly structured as well as open, more qualitative research tools to explore those issues whilst a theory-based categorization of data is applied.

The findings reveal that both cognitive and emotional self-monitoring occur in the mind of the focus child with Asperger syndrome while this awareness links with

more accurate self-efficacy beliefs about writing. However, the great difficulty lies in the student’s incomplete knowledge of control mechanisms to deal with the

challenges of writing, a point that highlights the need for an intensive cognitive instruction of text planning and revising skills. The limitations of current research

and some suggestions for future research are finally exposed.

Item Type: Dissertation (University of Nottingham only)
Depositing User: EP, Services
Date Deposited: 26 Oct 2012 12:13
Last Modified: 19 Oct 2016 08:02
URI: http://eprints.nottingham.ac.uk/id/eprint/25522

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