READ ME File For 'Data for Thesis: Hall, S. (2023) "Estimating the Effects of Writing Beliefs, Writing Processes and Drafting Strategies on the Development of Subjective Understanding ", University of Southampton, Southampton Education School, PhD Thesis.' Dataset DOI: 10.5258/SOTON/D2523 ReadMe Author: Sophie Hall, University of Southampton, ORCID 0000-0002-5318-6721 This dataset supports the thesis entitled "Estimating the Effects of Writing Beliefs, Writing Processes and Drafting Strategies on the Development of Subjective Understanding" AWARDED BY: Univeristy of Southampton DATE OF AWARD: TBC (thesis corrections approved 10 March 2023) DESCRIPTION OF THE DATA Study 1 - The data from Study 1 are survey data collected via an online questionnaire hosted on the isurvey.soton.ac.uk website. The questionnaire contained a range of demographic questions, questions relating to academic performance, and the 43 statements from the Galbraith and Baaijen (in preparation) Writing Beliefs Inventory. The data were collected from university students across the UK (N=562). However, the majority of responses were from University of Southampton undergraduate psychology students (80.8%). Study 2 - The data from Studies 2 and 3 were collected via an experimental writing study. Participants were UK university students (N=61) who participants were assigned to either an outline planning with complete drafting or synthetic planning with rough drafting condition. They were told to write an essay about one of the following questions, which were counterbalanced across the conditions 1)Does social media do more harm than good? 2) Should we all become vegans? Participants in the outline condition were given five minutes before writing to create an organised outline to inform their essays. They were told to work out an outline that indicated their opinion, their main ideas, and the order they would go in. After completing the outline, they were required to write a ‘complete draft’ of an essay, consisting of a well-organised text expressed in continuous prose with accurate spelling.In the synthetic condition, the participants were given five minutes to work out what they thought about the question and to write a single sentence that summed up their opinion and main ideas. These participants were then instructed to write a rough draft of an essay. They were told to discuss the essay question with themselves, writing down their thoughts as they occurred and then forming a conclusion. Furthermore, they were told not to concentrate on the organisation of the essay but just to focus on directly expressing their thoughts as they unfolded, expressed in continuous prose but without worrying about accurate spelling. Participants composed their texts on laptops with the Inputlog Version 8 software (Leijten & Van Waes, 2012) recording keystrokes throughout the duration of the writing task. The participants were given 30 minutes to write their essays.Before essay writing, all participants completed the Baaijen and Galbraith (in preparation) Writing Beliefs Inventory. They were also asked to write a list of ideas about their topic and then order the ideas based on how important they thought each one was. Participants also completed the 12-item version of the Galbraith et al. (in press) Subjective Understanding Scale. After finishing the essays, participants immediately filled in the subjective understanding scale again, referring to how much they understood about the writing topic after writing their essays. This dataset contains: - Study 1 Zip folder: Data and metadata for Study 1. These data were analysed with the MPlus 7.4 software. The accompanying MPlus analysis scripts for this project are available at https://osf.io/q59cj/ -Study 2 folder: Data and metadata for study 2. These data were analysed using macros in Microsoft Excel and R version 4.0.3. The accompanying macros and R scripts for this project are available at https://osf.io/q59cj/ -Study 3 folder: Data and metadata for study 2. These data were analysed in R version 4.0.3. The accompanying R scriptts for this project are available at https://osf.io/q59cj/ Date of data collection: 2018 - 2021 Licence: CC BY-NC-SA Related projects/Funders: This project was funded by the ESRC's South Coast Doctoral Training Partnership Related publication: Hall, S., Baaijen, V. M., & Galbraith, D. (2022). Constructing theoretically informed measures of pause duration in experimentally manipulated writing. Reading and Writing. https://doi.org/10.1007/s11145-022-10284-4 Date that the file was created: Feb, 2023