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Graham, S., Harris, K., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30, 207-241. doi:10.1016/j.cedpsych.2004.08.001

has been cited by the following article:

• TITLE: Writing Performance, Practices and Locus of Control of the Five Linguistic Groups in Canada

  AUTHORS: Yamina Bouchamma, Catherine Ruel, Marc Basque

  KEYWORDS: Linguistic Group; Writing; Academic Achievement; Locus of Control; Immigrants

  JOURNAL NAME: Creative Education, Vol.3 No.8, December 25, 2012

  ABSTRACT: A study with students from the five linguistic groups in Canada were shown to not succeed at the same level. Francophone students performed better, followed by multilingual, anglophone, allophone, and aboriginal students. Allophones tended to use a more internal locus of control. Students who spoke a Native language were shown to spend the least amount of time writing on the Internet compared to the multilingual and anglophone students who spent the most amount of time, and allophones spent the most time outside of class hours working on homework unrelated to writing and doing activities associated with learning to write.