Sürdürülebilir Kalkınma Amaçları

• 2

• MakaleYalnız künye2025Scopus SJRQ1/r/bayburt/11244
  Regulate Yourself, Improve Your Writing: The Hidden Power of Metacognitive Awareness and Self-Efficacy

  Sarikaya, İsmail; Sökmen, Yavuz

  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.

  • 
  AtıfScopus1·WoS1·OpenAlex1

  İncele
• MakaleAçık Erişim2017Scopus SJRQ1/r/bayburt/12339
  NOTETAKING SKILLS INSTRUCTION FOR DEVELOPMENT OF MIDDLE SCHOOL STUDENTS’ NOTETAKING PERFORMANCE

  Ilter, Ilhan

  The objective of this study was to investigate the effects of explicit instruction in notetaking skills on the notetaking performance of seventh-grade students at different reading ability levels. The students in the notetaking instruction condition (NTI) received classroom-based notetaking skills instruction (approximately 40 minutes) every week for 10 weeks. The comparison condition students (CNT) were asked to use conventional notetaking (CNT) that was embedded within the daily social studies lessons. The participants’ reading comprehension abilities were identified through the Sentence Verification Technique, which consisted of a 16-item expository text. A notetaking performance test (NTPT) was used to assess the effect of notetaking skills instruction on two dimensions of the participants’ notes (verbatim copying and terse value). The results demonstrated that the terse value of students’ notes in the NTI condition was significantly better than that of the students in the CNT condition. The students in the NTI condition reduced their percentage of verbatim copying and used fewer words to cover more main concepts in the NTPT that followed the instructional intervention. Surprisingly, the students at low reading ability showed the greatest gains in notetaking performance from verbatim copying to terse notetaking.

  • 
  AtıfScopus5·WoS6·OpenAlex9

  İncele