Examination of writing self-regulation competence and writing self-efficacy of secondary school students

The purpose of this study is to examine the writing self-regulation competencies and writing self-efficacy of 5th, 6th, 7th and 8th grade secondary school students. The study was conducted on students studying in secondary schools in Siverek district of Şanlıurfa province. Quantitative method was adopted in the study and scale was used as the data collection tool. Statistical methods such as normality tests, correlation analysis and regression analysis were used for data analysis. According to the results of the study, a significant and positive relationship was found between the students' writing self-regulation competencies and writing self-efficacy. In particular, it was observed that the writing self-regulation and writing self-efficacy levels of students with high grade point averages were higher. According to the gender variable, the writing self-regulation and writing self-efficacy levels of female students were found to be higher than those of male students. In addition, it was observed that the level of education of mothers and fathers had a significant effect on the students' writing competencies. As the level of education increased, significant increases were observed in the students' writing skills. This study revealed findings compatible with the theoretical framework in the literature. The findings of the study reveal that students' individual differences should be taken into account in order to develop writing self-regulation and writing self-efficacy skills.