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

2025/05/31 by İsmail Sarikaya, İsmail Sarıkaya, Yavuz Sökmen
Psychology · Social Sciences · #Innovative Teaching and Learning Methods #Student Assessment and Feedback #Writing and Handwriting Education

paper · doi:10.1002/pits.23580

openalex publication_date 2025/05/31 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29

Abstract

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.

Citations

• Metacognition, Motivation, and Understanding
• Self-regulation involves more than metacognition: A social cognitive perspective
• Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.
• College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language
• Assessing academic writing self‐efficacy belief and writing performance in a foreign language context
• Self-efficacy: Toward a unifying theory of behavioral change.

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• Assessing academic writing self‐efficacy belief and writing performance in a foreign language context
• Unraveling the impact of metacognitive planning on writing performance through willingness to write in Pakistani ESL learners: a mixed-methods study