Effective composition of academic and/or professional texts is a complex task that requires the use of regulation processes. In recent years these processes have been studied from four research approaches: cognitive, sociocognitive, sociocultural and socially shared. This study analyzes their principal theoretical premises as well as the empirical studies realized from each approach, and reflections are offered on the current state of knowledge in the field of writing regulation. In conclusion, we delimit unresolved issues that should guide future research.
|Nombre de pàgines||30|
|Revista||Electronic Journal of Research in Educational Psychology|
|Estat de la publicació||Publicada - 1 de des. 2010|