Exploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students' Sample

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dc.authoridSarikaya, Ismail/0000-0002-4870-8345
dc.contributor.authorSarikaya, Ismail
dc.contributor.authorYilar, Omer
dc.date.accessioned2024-10-04T18:51:00Z
dc.date.available2024-10-04T18:51:00Z
dc.date.issued2021
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThe purpose of this research is to determine the self-regulation behaviors demonstrated by the 4th grade students in the writing process within the scope of peer-assisted writing activities. The aims of this research include developing a measurement tool to identify the self-regulation behaviors exhibited by primary school students during the writing process. The study was designed in accordance with the qualitative research approach. The data were acquired through observation and video recordings. The study was carried out with 4th grade students in primary school and conducted in two stages as a pilot and main study. The pilot application was carried out with six students. The main study was carried out in two different 4th graders with 30 students. A cluster random sampling method was used to determine the research group. In order to determine the self-regulation behaviors demonstrated by students during the writing process, a semi-structured observation form was used. Expert opinions were taken for the validity and reliability of the created form. The data were subjected to descriptive and content analysis. As a result of the study, some self-regulation behaviors were determined that demonstrated by 4th grade students. These behaviors are presented under seven topics: regulation of environmental factors, regulation of sensory and motivational factors, planning, strategy development, regulation of temporal and social factors, monitoring, and evaluation.en_US
dc.identifier.doi10.1080/10573569.2020.1867677
dc.identifier.endpage573en_US
dc.identifier.issn1057-3569
dc.identifier.issn1521-0693
dc.identifier.issue6en_US
dc.identifier.scopus2-s2.0-85099963064en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage552en_US
dc.identifier.urihttps://doi.org/10.1080/10573569.2020.1867677
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3311
dc.identifier.volume37en_US
dc.identifier.wosWOS:000612133100001en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofReading & Writing Quarterlyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.titleExploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students' Sampleen_US
dc.typeArticleen_US

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