An investigation of primary school students' self-regulation skills in writing in terms of mindfulness levels and personal variables

The purpose of this study is to examine the self-regulation skills of fourth-grade primary school students in writing in terms of mindfulness levels and personal variables. The study includes 161 students attending four primary schools in Antalya during the 2024-2025 academic year. Data were collected using a Personal Information Form developed by the researcher, the BAU Mindfulness Scale for Children (BÇMÖ) developed by Taşkın (2018), and the Self-Regulation Scale for Writing developed by Uygun (2012). The collected quantitative data were analyzed through descriptive and inferential statistical methods. Prior to hypothesis testing, the normality of data distribution was examined through appropriate statistical tests. For variables that violated the assumption of normality, non-parametric tests were employed. Specifically, the Mann-Whitney U test was used for comparisons between two groups, and the Kruskal-Wallis H test was utilized for comparisons across three or more groups. In cases of statistically significant differences, post-hoc analyses were conducted to identify the sources of variation. According to the research findings, fourth grade primary school students generally exhibit moderate levels of self-regulation skills and mindfulness in writing. Female students scored significantly higher than male students in these skills. Students whose mothers and fathers have a bachelor's degree or higher education level have higher mindfulness and writing skill scores compared to other groups. No significant differences were found in terms of variables such as parents' marital status, number of siblings, having a hobby, or birth order.