Article 2025 · 0 citations

Regulate Yourself, Improve Your Writing: The Hidden Power of Metacognitive Awareness and Self-Efficacy

Abstract

This study aims to determine the serial mediatory effect of metacognitive writing awareness and writing self-efficacy in the relationship between primary school students' self-regulation and writing success. The study participants were 408 fourth-grade students attending public primary schools in two cities in eastern Turkey. This study is a correlational survey research. We used SPSS and PROCESS macros to analyze the data. The study revealed strong positive relationships between writing success and self-regulation, metacognitive writing awareness, and writing self-efficacy. It showed that the serial mediation role of metacognitive writing awareness and writing self-efficacy was significant. As one of the first studies to address these relationships, the study fills the gaps in the literature on writing success and sheds light on interventions to improve writing skills at the primary school level.

Keywords

metacognitive writing awareness self-regulation writing self-efficacy writing success STRUGGLING YOUNG WRITERS LEARNING-DISABILITIES STRATEGY-DEVELOPMENT SCHOOL STUDENTS PERFORMANCE KNOWLEDGE SKILLS IMPACT GOALS PREDICTORS

WoS Categories

Psychology, Educational

Sustainable Development Goals

Quality Education

Citation

Journal: PSYCHOLOGY IN THE SCHOOLS
Year: 2025
Volume: 62
Issue: 10
Pages: 3781-3793
ISSN: 0033-3085
eISSN: 1520-6807
DOI: 10.1002/pits.23580
WoS UID: WOS:001499856100001

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