80 documents found, page 1 of 8

Self-immersed expressive writing increases LF/HF ratio and decreases expressive...

Cognitive phenotypes in patients with relapsing-remitting multiple sclerosis wi...

Effects of expressive writing and self-distancing on electrodermal activity dur...

Cognitive impairment in multiple sclerosis phenotypes: neuropsychological asses...

Background Cognitive impairment affects 40-65% of MS patients, encompassing all disease stages and types of clinical courses. This estimation is based on different instruments used and population normative data. Objective This study aims to assess the cognitive function in a hospital-based cohort of Portuguese MS patients, to allow estimating the prevalence of cognitive impairment in different phenotypes. Metho...

Editorial: peer feedback in second/foreign language writing classrooms: educati...

The impact of combining SRSD instruction with a brief growth mindset interventi...

Self-Regulated Strategy Development (SRSD) is an evidence-based instructional approach combining background knowledge, writing, and self-regulation strategies to improve students' writing motivation and performance. While the positive impact of SRSD on writing performance variables is well-established, mixed findings were found for motivational variables, namely self-efficacy. In addition, the impact of SRSD on...

Writing motivation profiles and their association with writing performance: a p...

Reactivity of the triple task on writing processes and product in adults with d...

IntroductionThe triple task (TT) is a method for assessing the dynamics of writing processes. It involves three tasks in one: writing a text, responding to a sound, and reporting the process. Previous research has mostly shown that the TT does not affect the writing process or the product. However, individuals with dyslexia often show difficulties in tasks that require organization, automation, integration of m...

A caligrafa como alavanca do desenvolvimento da escrita

Structural relations among implicit theories, achievement goals, and performanc...

Implicit theories have important implications for students' achievement goals and academic achievement. The Writer(s)-within-community model by Graham (2018) postulates that motivational beliefs stored in the longterm memory, such as implicit theories and achievement goals, influence how one approaches a writing task. Notwithstanding, few empirical studies examined the relations among implicit theories, achieve...