An Alternative Way to Improve the Writing Skills of Secondary School Students: The Social Cognitive Model of Sequential Skill Acquisition (SCM Intervention)

Adams, S. E. (2020). The impact of self-regulated strategy development on the expository writing performance of high school students at-risk for emotional and behavioral disorders. (Doctoral dissertation). Available from ProQuest Dissertation & Theses: Full Text (27836222).

Akhmedjanova, D. (2020). The effects of a self-regulated writing ıntervention on English learners’ academic writing skills. (Doctoral dissertation). Available from ProQuest Dissertation & Theses: Full Text (27836830).

Albertson, L. R., & Billingsley, F. F. (2001). Using strategy instruction and self-regulation to improve gifted students' creative writing. Prufrock Journal, 12(2), 90-101. http://dx.doi.org/ 10.4219/jsge-2000-648.

Bandura, A. (1977). The exercise of control. New York: Freeman.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New York: Prentice-Hall.

Bandura, A. (1991). Social cognitibe theory of self-regulation. Organizational Behaviour and Human Decision Processes, 50(2), 248-287. https://doi.org/10.1016/0749-5978(91)90022-L

Bi, B. (2020). Öz düzenleyici strateji gelişimi modelinin özel yetenekli öğrencilerin yazma becerilerine etkisi. [The effect of self-regulated strategy development model on improving gifted students' story writing skills] (Master’s thesis). Available from Yükseköğretim Kurulu Ulusal Tez Merkezi: Full Text (618620).

Boekaerts, M., & Corno, L. (2005). Self‐regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199-231. http://dx.doi.org/10.1111/j.1464-0597.2005.00205.x

Britton, J. (1979). Language and thought. Harmondsworth: Penguin.

Büyüköztürk, Ş. (2011). Deneysel desenler: Öntest-sontest kontrol grubu desen ve veri analizi [Experimental designs: Pretest-posttest control group pattern and data analysis]. Ankara: Pegem Akademi.

Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Ankara: Pegem Akademi.

Can, B., & Güneş, F. (2017).  The effect of education model based on self-regulated strategy development on improving story writing skills. International Journal of Language Academy,15, 98-115.  http://dx.doi.org/10.18033/ijla.3542

Chen, J. (2020). Effects of SRSD on students’ metacognitive knowledge, self-efficacy, text revision, and text quality in L2 writing [Doctoral dissertation, The University of Auckland]. https://researchspace.auckland.ac.nz/handle/2292/52469

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Taylor and Francis.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.

Çağlayan-Dilber, N. (2014). Öz düzenlemeli strateji gelişimi öğretim modelinin ortaokul öğrencilerinin ürettikleri tartışmacı metinlere etkisi [The effect of self regulated strategy development model on secondary school students' argumentative texts]  (Doctoral dissertation). Available from Yükseköğretim Kurulu Ulusal Tez Merkezi: Full Text (383425).

Duran, E., & Özdil, Ş. (2020). Determining the informative text writing skill levels of fourth grade primary school students. Research in Reading & Writing Instruction, 8(1), 21-31. https://doi.org/10.35233/oyea.696288

Englert, C. S., Raphael, T. E., & Anderson, L. M. (1992). Socially mediated instruction: Improving students' knowledge and talk about writing. The Elementary School Journal, 92(4), 411-449. http://dx.doi.org/10.1086/461700

Festas, I., Oliveira, A. L., Rebelo, J. A., Damião, M. H., Harris, K., & Graham, S. (2015). Professional development in self-regulated strategy development: Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, 40, 17–27. https://doi.org/10.1016/j. cedpsych.2014.05.004

Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.

Garcia-Sanchez, J. N., & Fidalgo-Redondo, R. (2006). Effects of two types of self-regulatory instruction programs on students with learning disabilities in writing products, processes, and self-efficacy. Learning Disability Quarterly, 29(3), 181-211. https://doi.org/10.2307/30035506

Graham, S., & Harris, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35(1), 3-12. https://doi.org/10.1207/S15326985EP3501_2

Graham, S., & Harris, K. R. (1997). Self-regulation and Writing: Where do we go from here?. Contemporary Educational Psychology, 22(1), 102-114. http://dx.doi.org/10.1006/ceps.1997.0920

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescent middle and high school- A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Graham, S., Harris, K. R., & Troia, G. (1998). Writing and self-regulation: Cases from the self-regulated strategy development model. In D. Schunk & B. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 20–41). New York: Guilford.

Graham, S., Harris, K. R., MacArthur, C. A., & Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14(2), 89-114. http://dx.doi.org/10.2307/1510517

Graves, D. H. (1975). An examination of the writing processes of seven year old children. Research in the Teaching of English, 9(3), 227-241. Retrieved from https://www.jstor.org/stable/40170631

Güzel-Özmen, R. (2006). The effectiveness of modified cognitive strategy instruction in writing with mildly mentally retarded Turkish students. Exceptional Children, 72(3), 281-297. https://doi.org/10.1177/001440290607200302

Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43(2), 295-340. http://dx.doi.org/10.3102/00028312043002295

Harris, K. R., Graham, S., Mason, L. H., & Saddler, B. (2002). Developing self-regulated writers. Theory into Practice, 41(2), 110-115. http://dx.doi.org/10.1207/s1543021tip4102_7

Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing(pp. 1–27). Mahwah, NJ: Erlbaum.

Karatosun, S. (2014). Planlı yazma ve değerlendirme modelinin ilköğretim 5. sınıf öğrencilerinin kompozisyon yazma becerilerini geliştirmeye etkisi. [The effect of planned writing and evaluation model on enhancing 5th grade students' composition writing skills] (Master’s thesis). Available from Yükseköğretim Kurulu Ulusal Tez Merkezi: Full Text (388934).

Mason, L. H., Snyder, H. K., Sukhram, D. P., & Kedem, Y. (2006). Self-regulated strategy development for expository reading comprehension and informative writing: Effects for nine 4th-grade students who struggle with learning. Exceptional Children, 73, 69-89. http://dx.doi.org/ 10.1177/001440290607300104

McCutchen, D. (2000). Knowledge, processing, and working memory: Implications for a theory of writing. Educational Psychologist, 35(1), 13-23. http://dx.doi.org/ 10.1207/S15326985EP3501_3

McMillan, J. H. (2000). Educational Research: Fundamentals For Consumer. New York: Longman.

TCC (2015). Turkish lesson curriculum primary and secondary school 1-8. Classes. Ankara: National Education.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.

Müldür, M., & Çevik, A. (2019). The analysis of secondary school students’ informative writing skills. Journal of Social Sciences of Mus Alparslan University, 7(5), 141-149. https://doi.org/10.18506/anemon.520992

Müldür, M., & Yalçın, A. (2019). The effect of self-regulated writing ınstruction on middle school students’ ınformative writing skills, self-regulated writing skills, and self-efficacy perception. Elementary Education Online, 18(4), 1779-1804. https://doi.org/10.17051/ilkonline.2019.639323

Ozdowska, A., Wyeth, P., Carrington, S., & Ashburner, J. (2021). Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing. British Journal of Educational Technology, 52(2), 934-959.  https://doi.org/10.1111/bjet.13063

Öğülmüş, K., & Melekoğlu, M. A. (2021). The impact of POW + C-SPACE strategy on story writing skills of Turkish students with specific learning disabilities. Educational Policy Analysis and Strategic Research, 16(1) 287-305.  https://doi.org/10.29329/epasr.2020.334.16

Palermo, C., & Thomson, M. M. (2018). Teacher implementation of self-regulated strategy development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students. Contemporary Educational Psychology, 54, 255–270. https://doi.org/10.1016/j. cedpsych.2018.07.002.

Patton, M. Q. (2014). Qualitative evaluation and research methods: Integrating theory and practice. Thousand Oaks, CA: Sage.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic. http://dx.doi.org/10.1016/B978-012109890-2/50048-2

Rodríguez-Málaga, L., Cueli, M., & Rodríguez, C. (2020). Exploring the effects of strategy-focused instruction in writing skills of 4th grade students. Metacognition and Learning, 1-27. https://doi.org/10.1007/s11409-020-09247-3

Rohman, D. G. (1965). Prewriting the stage of discovery in the writing process. College Composition an Communication, 16(2), 106-112. https://doi.org/10.2307/354885

Rosário, P., Högemann, J., Núñez, J. C., Vallejo, G., Cunha, J., Rodríguez, C., & Fuentes, S. (2019). The impact of three types of writing intervention on students’ writing quality. PLoS One, 14(7), e0218099. https://doi. org/10.1371/journal.pone.0218099.

Saddler, B., Asaro-Saddler, K., Moeyaert, M., & Cuccio-Slichko, J. (2019). Teaching summary writing to students with learning disabilities via strategy instruction. Reading & Writing Quarterly, 35(6), 572–586. https://doi.org/10.1080/10573569.2019.1600085

Sawyer, R. J., Graham, S., & Haris, K.R. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340-352. http://dx.doi.org/10.1037/0022-0663.84.3.340

Schunk, D. H. (1987). Peer models and children’s behavioral change. Review of Educational Research, 57(2), 149-174. https://doi.org/10.3102%2F00346543057002149

Schunk, D. H. (1999). Social-self interaction and achievement behavior. Educational Psychologist, 34(4), 219-227. https://doi.org/10.1207/s15326985ep3404_3

Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195-208. https://doi.org/10.1207/s15326985ep3204_1

Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7-25. http://dx.doi.org/10.1080/10573560600837578

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.

TCC (2015). Turkish lesson curriculum (1-8. Classes). Ankara: National Education.

Temel, S., & Katrancı, M. (2019). The relationshıp between written expression skills, attitudes towards writing and writing anxiety of primary school students. International Journal of Euroasian Researches, 7(17), 322-356. https://doi.org/10.33692/avrasyad.590688

Temizyürek, F., & Çevik, A. (2017). Skill of using writing model based on mental design in forming text process. Bartın University Journal of Faculty of Education, 6(1), 114-138. https://doi.org/10.14686/buefad.281379

Traga Philippakos, Z. A., & MacArthur, C. A. (2021). Examination of genre-based strategy ınstruction in middle school english language arts and science. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1-7. https://doi.org/10.1080/00098655.2021.1894082

Türkben, T. (2019). The effect of self-regulation based strategic reading education on comprehension, motivation, and self-regulation skills. International Journal of Progressive Education, 15(4), 27-46. https://doi.org/10.29329/ijpe.2019.203.3

Uyar, Y. (2015). Öz düzenlemeye dayalı okuma becerisinin geliştirilmesi ve anlamaya etkisi [Development of self regulated reading skills and its impact on comprehension](Doctoral dissertation). Available from Yükseköğretim Kurulu Ulusal Tez Merkezi: Full Text (378256).

Uygun, M. (2012). Öz düzenleme stratejisi gelişimi öğretiminin yazılı anlatıma, yazmaya yönelik öz düzenleme becerisine, kalıcılığa ve tutuma etkisi. [The effects of self regulated strategy development on writing expression, self regulation of writing, retention and writing attitude] (Doctoral dissertation). Available from Yükseköğretim Kurulu Ulusal Tez Merkezi: Full Text (317793).

Ülper, H. (2008). Bilişsel süreç modeline göre hazırlanan yazma öğretimi programının öğrenci başarısına etkisi [The effects of teaching writing programme prepared in accordance with cognitive process model on student achievement] (Doctoral dissertation). Available from Yükseköğretim Kurulu Ulusal Tez Merkezi: Full Text (228342).

Ülper, H. (2011). An evaluation of student texts in the context of coherence. Turkish Studies, 6(4), 849-863. http://dx.doi.org/10.7827/TurkishStudies.2703

Yin, R. K. (1984). Case study research: Design and methods. Beverly Hills, CA: Sage Publications.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). USA: Academic.  http://dx.doi.org/10.1016/B978-012109890-2/50048-2

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. http://dx.doi.org/10.1207/s15430421tip4102_2

Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862. http://dx.doi.org/10.3102/00028312031004845

Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of Educational Psychology, 91(2), 241. http://dx.doi.org/10.1037/0022-0663.91.2.241

Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660. http://dx.doi.org/10.1037//0022-0663.94.4.660

Zimmerman, B. J., & Kitsantas, A. (2007). A writer’s discipline: The development of self-regulatory skill. P. Boscolo & S. Hidi (Eds.), Writing and motivation (pp. 51-69), Oxford: Elsevier.

Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73-101. http://dx.doi.org/10.1006/ceps.1997.0919

Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Ed.). Motivation and sel-regulated learning: Theory, research, and application. (p. 1–30). New York, NY: Lawrence Erlbaum.

Zumbrunn S. K. (2010). Nurturing young students' writing knowledge, selfregulation, attitudes, and self-efficacy: The effects of self-regulated strategy development. Doctoral dissertation). Available from ProQuest Dissertation & Theses: Full Text (3412004).