An Analysis of the Relationship between Primary School Fourth-Grade Students' Writing Performance, and Student and Class Variables

Autor/inn/en	Kaya Özgül, Bengisu; Ates, Seyit
Titel	An Analysis of the Relationship between Primary School Fourth-Grade Students' Writing Performance, and Student and Class Variables
Quelle	In: International Journal of Contemporary Educational Research, 10 (2023) 1, S.104-119 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kaya Özgül, Bengisu) ORCID (Ates, Seyit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Students; Grade 4; Writing Achievement; Student Characteristics; Teacher Influence; Classroom Environment; Foreign Countries; Predictor Variables; Knowledge Level; Reading Comprehension; Self Management; Turkey + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Klassenklima; Unterrichtsklima; Ausland; Prädiktor; Wissensbasis; Leseverstehen; Selbstmanagement; Türkei
Abstract	This study aims to examine the writing performance of primary school fourth-grade students in relation to the student-level variables (writing, reading comprehension, self-regulation-based writing, writing motivation, and writing anxiety) and classroom-level (teacher) variables (knowledge of text-writing instruction and text-writing instruction self-efficacy beliefs). The data were collected from Zonguldak, Turkey in 2019-2020 academic year. The study used a correlation research method consisting of 734 fourth-grade students at primary school and 31 classroom teachers. The data collection tools included the Story Text and Informative Text Assessment Analytical Rubric, Writing Achievement Test, Reading Comprehension Test, Self-Regulation-Based Writing Scale, Writing Motivation Scale, Writing Anxiety Scale, and Text-Writing Instruction Form for Classroom Teachers, and Text-Writing Instruction Self-Efficacy Beliefs Scale. A two-level Hierarchical Linear Modelling (HLM) analysis was performed on the data. The results showed that students' writing knowledge, reading comprehension level, and self-regulation-based writing skills play a significant role in their writing performance. The student-level variables examined in this study account for the text-writing performance of students by 24%. The study presents the results based on the findings and recommendations based on the results. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01