Metacognitive writing and self-regulatory efficacy for writing among university students: Development and validation of the Metacognitive Writing Scale

Although there are various measurement tools in the literature for measuring metacognition, measurement tools that are specifically designed to measure the metacognition of adults in writing are limited. In this context, the main purpose of the current study is to develop a metacognitive writing scale for university students whose native language is Turkish. Participants were 805 Turkish university young adults in Turkey. Exploratory factor analysis results revealed that the scale consisted of 19 items and four dimensions. These factors were identified as writing knowledge, planning, monitoring, and evaluation. The findings obtained from confirmatory factor analysis showed that the four-factor model was replicated. This data suggests that the scale can be used as a valid and reliable measurement tool for determining the metacognition of university students in writing. In this study, the predictive power of metacognitive writing on self-regulation in writing was also examined. The results showed that students' self-regulation competencies in writing were significantly and positively predicted by writing knowledge, planning, and monitoring.