Relationship Between Writing Motivations of Primary School 4th-Grade Students and the Use of Self-Regulation-Based Writing Strategies

Abstract

Writing motivation and the use of self-regulation strategies in the writing process of primary school students are critical for developing successful writing skills. These two elements enable students to actively and consciously participate in the writing process, aiding the development of written expression abilities. Therefore, it is important to investigate the relationship between the writing motivation of primary school students and their use of self-regulatory strategies during the writing process. This study aims to examine the relationship between motivation to write among fourth-grade primary school students and their use of self-regulation-based writing strategies. The study was conducted using a correlational survey model. The participants comprised 549 fourth-grade primary school students. The sample size was determined using convenience sampling. The Writing Motivation Scale and Self-Regulation-Based Writing Strategies Scale were used in this study. Data were analysed using descriptive statistics, multivariate variance analysis, Pearson’s correlation analysis, and simple linear regression analysis. The results showed that the students' writing motivation and use of self-regulation-based writing strategies were high. A significant difference was found in favour of girls and those who liked to write narrative texts between the writing motivations of students and the use of self-regulation-based writing strategies. Further, there was a moderately positive significant relationship between the writing motivations of students and the use of self-regulation-based writing strategies, and writing motivation explained 21% of the use of self-regulation-based writing strategies. Thus, students use self-regulation-based writing strategies when their writing motivation increases. Various suggestions are made based on these research findings.

Keywords

• Writing
• writing motivation
• self-regulation
• text type

İlkokul 4. Sınıf Öğrencilerinin Yazma Motivasyonları ile Öz Düzenlemeye Dayalı Yazma Stratejilerini Kullanmaları Arasındaki İlişki

Abstract

İlkokul öğrencileri için yazma motivasyonu ve yazma sürecinde öz düzenleme stratejileri kullanımı, yazma becerilerinin gelişimi için önemli rol oynamaktadır. Bu iki unsur, öğrencilerin yazma sürecine aktif ve bilinçli bir katılımını sağlar, bu da yazılı ifade yeteneklerinin gelişimine yardımcı olur. Bu nedenle ilkokul öğrencilerinin yazma motivasyonları ile yazma sürecinde öz düzenleme stratejilerini kullanmalarının araştırılması önem arz eden bir konudur. Bu araştırmanın amacı, ilkokul dördüncü sınıf öğrencilerinin yazma motivasyonları ile öz düzenlemeye dayalı yazma stratejilerini kullanmaları arasındaki ilişkiyi incelemektir. Araştırma ilişkisel tarama modeline dayalı olarak yürütülmüştür. Araştırmanın katılımcılarını 549 ilkokul dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmanın örneklemi uygun örnekleme yöntemine göre belirlenmiştir. Araştırmada yazma motivasyonu ölçeği ile öz düzenlemeye dayalı yazma stratejileri ölçeği kullanılmıştır. Verilerin analizinde betimsel istatistik, çok değişkenli varyans analizi (MANOVA), Pearson korelasyon analizi ve basit doğrusal regresyon analizi kullanılmıştır. Araştırma sonucunda öğrencilerin yazma motivasyonları ile öz düzenlemeye dayalı yazma stratejilerini kullanma durumları yüksek çıkmıştır. Öğrencilerin yazma motivasyonları ile öz düzenlemeye dayalı yazma stratejileri arasında kızların ve hikâye edici metin yazmayı sevenlerin lehine anlamlı farklılık elde edilmiştir. Araştırma neticesinde öğrencilerin yazma motivasyonları ile öz düzenlemeye dayalı yazma stratejileri arasında orta düzeyde pozitif yönlü anlamlı bir ilişkinin olduğu ve yazma motivasyonunun öz düzenlemeye dayalı yazma stratejilerini kullanma düzeyinin %21’ini açıkladığı sonucu elde edilmiştir. Araştırmanın bu sonucu öğrencilerin yazma motivasyonlarının artması durumunda öz düzenlemeye dayalı yazma stratejilerini kullandıklarını ortaya koymaktadır. Araştırma bulgularına dayalı olarak çeşitli önerilerde bulunulmuştur.

Keywords

• Yazma
• yazma motivasyonu
• öz düzenleme
• metin türü

References

1. Akyol, H., & Aktaş, N. (2018). The relationship between fourth-grade primary school students' story-writing skills and their motivation to write. Universal Journal of Educational Research, 6(12), 2772-2779.
2. Bai, B., & Guo, W. (2021). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research, 25(3), 378-399.
3. Bai, R., Hu, G., & Gu, P.Y. (2014). The relationship between use of writing strategies and English proficiency in Singapore primary schools. Asia-Pacific Edu Res, 23(3), 355-365
4. Bai, B., Wang, J., & Zhou, H. (2022). An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong. Computer Assisted Language Learning, 35(9), 2265-2290.
5. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
6. Boscolo, P. (2007). Writing in primary school. C. Bazerman (Ed.) Handbook of research on writing (pp. 293-306). Routledge.
7. Boscolo, P., & Gelati, C. (2018). Motivating writers. In S. Graham, C.A. MacArthur & M. Hebert (Eds,), Best practices in writing instruction (pp. 51-80). Guilford Press.
8. Bourke, L., &Adams, A. M. (2012). Is it differences in language skills and working memory that account for girls being better at writing than boys?. Journal of Writing Research, 3(3), 249-277.

9. Bozgün, K., & Akın-Kösterelioğlu, M. (2021). The roles of social-emotional development, academic grit and subjective well-being in primary school students’ reading-writing motivation. Reading Psychology, 42(8), 836-857.
10. Bozgün, K. & Akın Kösterelioğlu, M. (2022). İlkokul dördüncü sınıf öğrencilerinin yazma motivasyonu. Ana Dili Eğitimi Dergisi, 10(1), 119-135.
11. Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi Yayıncılık.
12. Can, A. (2024). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi Yayıncılık.
13. Cash, R. M. (2016). Self-regulation in the classroom: Helping students learn how to learn. Free Spirit Publishing.
14. Celik, B. (2019). Developing writing skills through reading. International Journal of Social Sciences & Educational Studies, 6(1), 206-214.
15. Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
16. De Silva, R., & Graham, S (2015). The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53, 47-59,
17. Deniz, H., & Demir, S. (2020). Yazma motivasyonu ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Cumhuriyet International Journal of Education, 9(2), 593-616.
18. Dinsa, M. T. (2023). EFL students’ writing strategies use in Ethiopia: Gender and year level. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2256207.
19. Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Pearson.
20. Field, A. (2013). Discovering statistics using SPSS. Sage Publications.
21. Frankel, J. R., Wallen, N., & Hyun, H.H. (2022). How to design and evaluate education research. McGraw-Hill College.
22. Genç-Ersoy, B. & Göl-Dede, D. (2022). Developing writing skills, writing attitudes and motivation through educational games: Action research. International Journal of Contemporary Educational Research, 9(3), 569-589.
23. Graham, S. (2009). Motivation in writing. In M. L. Kamil, A. E. Hiebert, D. C. Pearson, & P. P. Moeller (Eds.), Handbook of reading research: Volume 3 (pp. 753-776). Routledge.
24. Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277-303.
25. Graham, S., & Bell, L. S. (2006). Writing development in young children. In D. K. Dickinson, P. P. Moeller, & G. S. Wigfield (Eds.), Handbook of children's literacy development (2nd ed., pp. 415-448). Lawrence Erlbaum Associates.
26. Graham, S., Harris, K.R., MacArthur, C., & Santangelo, T. (2018). Self-regulation and writing. In D.H. Schunk & J.A. Greene (Eds.). Handbook of self-regulation of learning and performance (pp. 138-152). Routledge
27. Graham, S., Harris, K.R., & Hebert, M. (2011). Informing writing: The benefits of formative assessment. Carnegie Corporation of New York.
28. 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(2), 207-241.
29. Graham, S., & Harris, K. R. (2009). Writing better: effective strategies for teaching students with learning difficulties. Guilford Press.
30. Graham, S., & Hebert, M. (2011). Writing to read: Evidence for how writing can improve reading. A Carnegie corporation time to act report. Carnegie Corporation.
31. Graham, S., & Perrin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
32. Green, S. B., & Salkind, N. J. (2014). Using SPSS for windows and macintosh. Pearson.
33. Greene, J. A. (2017). Self-regulation in education. Routledge.
34. Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in writing. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 165-186). Guilford Press.
35. Gürbüz, S., & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri. Seçkin Yayıncılık.
36. Hacker, D. J., Keener, M. C., & Kircher, J. C. (2009). Writing is elementary, but not automatic: Teaching metacognition to improve writing in the elementary grades. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 199-222). Routledge.
37. Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2019). Multivariate data analysis. Sage Publications.
38. Harris, K. R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Brookline Books.
39. Harris, K. R., & Graham, S. (2009). Self-regulated strategy development in writing: Premises, evolution, and the future. Teaching and Learning Writing, 11(6), 113-135.
40. Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43(2), 295-340.
41. Harris, K.R., Graham, S., & Mason, L.H. (2007). Powerful writing strategies for all students. Brookes Publishing.
42. Hughes, M. D., Regan, K. S., & Evmenova, A. (2019). A computer-based graphic organizer with embedded self-regulated learning strategies to support student writing. Intervention in School and Clinic, 55(1), 13-22.
43. Johnson, R., & Wichern, D. (2014). Applied multivariate statistical analysis. Pearson.
44. Karaman, H. & Mutluer S. E. (2023). İlkokul öğrencilerinin okuma ve yazma motivasyonlarının çeşitli değişkenler açısından incelenmesi. Korkut Ata Türkiyat Araştırmaları Dergisi, 12, 1075-1091.
45. Katrancı, M. (2015). İlkokul dördüncü sınıf öğrencilerinin yazma ve kitap okuma motivasyonlarının incelenmesi. International Journal of Language Academy, 3(1), 57-72.
46. Kellogg, R. T. (2008). Training writing skills: a cognitive development perspective. Journal of Writing Research, 1, 1-26.
47. Marida, K.V., Kent, J.T., & Taylor, C.C. (2024). Multivariate analysis. Wiley.
48. Mason, L. H., Harris, K. R., & Graham, S. (2011). Self-regulated strategy development for students with writing difficulties. Theory into Practice, 50(1), 20–27.
49. Meece, J. L., & Painter, J. (2007). Gender, self-regulation, and motivation. Routledge.
50. Mills, G. E., &Gay, L.R. (2019). Educational research. Pearson.
51. Moqbali, I. S., Humaidi, S., Mekhlafi, A., &Hilal, M.A. (2020). Metacognitive writing strategies used by omani grade twelve students. International Journal of Learning, Teaching and Educational Research, 19(8), 214-232.
52. Ott, R. L., & Longneceker, M.T. (2016). An introduction to statistical methods and data analysis. Cengage Learning.
53. Özgül- Kaya, B., & Ateş, S. (2023). İlkokul dördüncü sınıf öğrencilerine yönelik öz düzenlemeye dayalı yazma ölçeğinin geliştirilmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(4), 1863-1882.
54. Pajares, F. (2003). Self-effıcacy beliefs, motivation, and achievement in writing: a review of the literature. Reading & Writing Quarterly, 19(2), 139-158.
55. Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS. McGraw-Hill Education.
56. Perry, N. E., Nordby, C. J., & VandeKamp, K. O. (2003). Promoting self-regulated reading and writing at home and school. The Elementary School Journal, 103(4), 317-338.
57. Piaget, J., & Inhalder, B. (1972). The psychology of the child. Basic Books.
58. Rahmat, N. H., Aripin, N., Lin, N. M., Whanchit, W., & Khairuddin, Z. (2020). Exploring the connection between critical thinking skills and academic writing. International Journal of Asian Social Science, 10(2), 118-128.
59. Reilly, D., Neumann, D. L., & Andrews, G. (2019). Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP). American Psychologist, 74(3), 445-458.
60. Rijlaarsdam, G., & van den Bergh, H. (2005). Effective learning and teaching of writing: student involvement in the teaching of writing. In G. Rijlaarsdam, H. van den Bergh & Couzijn (Eds). Effective learning and teaching of writing (pp. 1-17). Kluwer Academic Publishers
61. Schmidt, S. J. (1999). Using writing to develop critical thinking skills. NACTA Journal, 43(4), 31–38.
62. Schunk, D. H. (2014). Learning theories an educational perspective. Pearson.
63. Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning and performance. In J. M. Weiner (Ed.), Handbook of motivation and achievement (pp. 45-74). Guilford Press.
64. Shen, B., Bai, B., & Park, M. (2020). Exploring Hong Kong primary students’ English writing motivation: relationships between writing self-efficacy and task value. Journal of Multilingual and Multicultural Development, 44(4), 324-338.
65. Skar, G. B., Graham, S., & Huebner, A.R. (2023). Efficacy for writing self-regulation, attitude toward writing, and quality of second grade students’ writing. Front. Psychol. 14, 1265785.
66. Slavin, R. E. (2018). Educational psychology theory and practice. Pearson.
67. Stevens, J. P. (2013). Applied multivariate statistics for the social sciences. Routledge.
68. Symon, G., & Cassell, C. (2012). Qualitative organizational research: Core methods and current challenges. Sage Publication.
69. Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics. Pearson.
70. Takımcıgil Özcan, S. (2014). İlkokul 4. sınıf öğrencilerinin yazma motivasyonları ile hikâye yazma becerilerinin değerlendirilmesi (Yayımlanmamış yüksek lisans tezi). Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya.
71. Tanrısever, C., & Güzel, Ö. (2024). Anadolu efsaneleri. Nobel Akademi Yayıncılık.
72. Teng, L. S. (2022). Self-regulated learning and second language writing. Springer.
73. Turner, J. C., & Paris, S. G. (1995). How literacy tasks influence children's motivation for literacy. The Reading Teacher, 48(8), 662–673.
74. Wang, X., Ma, J., Li, X., & Shen, X. (2023). Validation of self-regulated writing strategies for advanced efl learners in china: a structural equation modeling analysis. Eur. J. Investig. Health Psychol. Educ., 13, 776-795.
75. Weis, M., Heikamp, T., & Trommsdorff, G. (2013). Gender differences in school achievement: The role of self-regulation. Front Psychol, 17(4), 1-10.
76. Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420-432.
77. Wilby, J. (2022). Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study. Language Teaching Research, 26(5), 1010-1033.
78. Yurtbakan, E. (2023). İlkokul öğrencilerinin hikâye yazma becerileri ile yazmaya yönelik duyuşsal özellikleri arasındaki ilişki. Ana Dili Eğitimi Dergisi, 11(4), 856-872
79. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In G. Schunk & F. Pintrich (Eds.), Handbook of self-regulation for learning (pp. 13-49). Lawrence Erlbaum Associates.