Examining the relationship between secondary school students' perceived self-regulation skills, writing anxiety, writing attitude, writing motivation and writing skills

The aim of this study is to examine the relationship between middle school students' perceived self-regulation skills, writing anxiety, writing attitude, writing motivation, and writing skills. The study aims to understand the impact of self-regulation skills on the writing process by addressing both the cognitive and affective dimensions of writing skills. The research was conducted during the 2023-2024 academic year with a sample of 309 seventh-grade middle school students. In the data collection process, the Perceived Self-Regulation Scale, Writing Anxiety Scale, Writing Attitude Scale, Writing Motivation Scale, and Writing Skills Analytic Rubric were used. Structural Equation Modeling (SEM) was employed for data analysis. This method investigated the effects of self-regulation skills on writing anxiety, writing attitude, and writing motivation, as well as how these variables predict writing performance. The findings of the study reveal that self-regulation skills have a significant effect on writing skills. It was determined that self-regulation skills reduce writing anxiety, foster positive attitudes toward writing, and enhance writing motivation. Furthermore, writing anxiety, attitude, and motivation were found to significantly predict writing performance. This study highlights the importance of self-regulation skills in improving the effectiveness of writing education and provides valuable recommendations for educators and researchers.