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Sharon Zumbrunn
Researcher at Virginia Commonwealth University
Publications - 27
Citations - 1089
Sharon Zumbrunn is an academic researcher from Virginia Commonwealth University. The author has contributed to research in topics: Language arts & Peer feedback. The author has an hindex of 11, co-authored 23 publications receiving 852 citations.
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Examining Dimensions of Self-Efficacy for Writing.
TL;DR: In this article, a multifactor perspective on writing self-efficacy was examined in two studies, where three factors were proposed: selfefficacy for writing ideation, writing conventions, and writing selfregulation.
Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature
TL;DR: In this paper, the authors define self-regulation as "defining self-regulation" and "self-motivation", and present a list of self-regulated learning strategies for students.
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Support, belonging, motivation, and engagement in the college classroom: a mixed method study
TL;DR: In this article, the authors examined how belonging perceptions, academic motivation, and engagement might mediate the relationship between academic contextual characteristics and achievement using structural equation modeling and qualitative follow-up interviews with college students from a large, Midwestern university.
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Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development
Sharon Zumbrunn,Roger Bruning +1 more
TL;DR: Kazdin et al. as discussed by the authors investigated the effectiveness of implementing the Self-Regulated Strategy Development (SRSD) model of instruction on the writing skills and knowledge of six first grade students.
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The Relation of College Student Self-Efficacy toward Writing and Writing Self-Regulation Aptitude: Writing Feedback Perceptions as a Mediating Variable.
TL;DR: This article found that students' perceptions of the feedback they receive on their writing assignments partially mediated the relationship between writing selfefficacy and writing self-regulation beliefs and found that self-efficacy beliefs were associated with better writing performance.