Investigation of the relationship between affective and physical characteristics of primary school 4th grade students and cognitive processes used in writing with writing speed and writing quality

This research, which aims to examine the relationship between the affective and physical characteristics of primary school 4th grade students and the cognitive processes they use in writing, with writing speed and writing quality, is a mixed method research designed in convergent parallel design. Working group; It consists of sixteen fourth grade students who were selected by criterion sampling, one of the purposive sampling approaches, who were studying in a public school in the city center of Kütahya in the second semester of the 2017-2018 academic year. The first part of the data collection process of the research consists of the activities of writing informative texts and story texts carried out in unguided and guided stages. Writing speed measurements were taken during writing activities. The second part consists of the application of grip-compression strength measurements and the affective characteristics form for writing in order to determine the physical properties affecting writing. Written products produced as a result of writing activities were scored using the Cognitive Processes Used in Writing Rubric, Informative Text and Story Writing Quality Rubric, and quantitative data were obtained. And also; written products produced; It constitutes the qualitative data set of the research on the cognitive processes used in writing and the quality of writing. Quantitative data on physical properties affecting writing were obtained by taking grip strength measurements with a dynamometer and pinch strength with a pinchmeter. Quantitative data on affective characteristics were obtained through the Affective Characteristics Form for Writing. In the analysis of quantitative data, SPSS package program and R program pwr package (version 1.2-2) were used. Content analysis method in the analysis of qualitative data of the research; t-Test, Wilcoxon Signed Rank Test and Pearson Correlation Test were used in the analysis of quantitative data. The findings obtained from the quantitative data of the study showed that there was a significant difference between the unguided and guided stages in the cognitive process of translating informative texts and stories into writing. Between the unguided and guided informative text cognitive process total scores; It was observed that there was a significant relationship between the unguided and guided story text cognitive process total scores. In the unguided stage, between the cognitive process of putting the informative text into writing and the cognitive process of putting the story into writing; between the cognitive process of translating the informative text into writing and the cognitive process of transcribing the story text in the guided phase; It was observed that there was a significant relationship between informative text reviewing-revising cognitive process and story text review-correction cognitive process scores. In the guided phase informative text, between planning and translating; In the unguided and guided stage, there is a significant relationship between planning and translating in the story. There is a significant relationship between the cognitive processes they use in writing guided and unguided informative texts and story texts and the quality scores of informative text and story writing. Between the affective characteristics scores and the cognitive processes they used in writing guided informative texts and story texts; The quality of informative text writing in the unguided phase is between the quality of both unguided and guided story writing; There is a significant relationship between the speed of guided story writing. Between informative text and story writing speed scores; There is a significant relationship between the writing speed in the unguided and guided stages. Among the informative text and story writing quality scores; There is a significant relationship between the quality of writing in the unguided and guided stages. There is a significant relationship between gripping force and pinch strenght. The results obtained from the qualitative dimension of the research; It shows that the students participating in the study use cognitive processes more effectively in writing stories compared to the informative text, and their story writing quality levels are higher than the informative text. In addition, it shows that in all writing activities, they use cognitive processes more effectively in the guided phase compared to the unguided phase, and the informative and story writing quality levels in the guided phase are higher than in the unguided phase. It was observed that the students participating in the study had difficulties in applying the cognitive processes of planning and reviewing-revising in the unguided phase. However, in the guided stages, almost all of the students participating in the study applied the cognitive planning process; it was seen that they applied the reviewing-revising cognitive process relatively. Keywords: Cognitive processes used in writing, grip and pinch strength, writing quality, writing speed, primary school.