Abstract
This study investigates the effects of two aspects of writing revisions (revision amount and revision function) on writing improvement, and how students’ self-rating accuracy moderates these effects. Hierarchical linear regression is employed with a sample of 114 undergraduate students. When considering the moderating role of self-rating accuracy, the results show that both revision amount and revision function had positive impacts on writing improvement; self-rating accuracy had different moderating effects. Revision amount enhanced the writing improvement of students with low self-rating accuracy, while revision function boosted improvement among students with high self-rating accuracy. The findings extend our knowledge of how writing revisions work alongside self-rating accuracy to promote writing. Pedagogical implications for tailored assistance provided to students with varying levels of self-rating accuracy are discussed.
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Acknowledgements
We would like to express our thanks to all people who have ever helped us in this paper. This work was partially supported by a grant from The Hong Kong Polytechnic University's Joint Supervision Scheme with the Chinese Mainland, Taiwan and Macao Universities—Zhejiang University [Project ID P0031773].
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Lu, Q., Yao, Y. & Zhu, X. The Effects of Writing Revisions on Writing Improvement Among Undergraduate Students: The Moderating Role of Self-rating Accuracy. Asia-Pacific Edu Res 33, 535–544 (2024). https://doi.org/10.1007/s40299-023-00749-7
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DOI: https://doi.org/10.1007/s40299-023-00749-7