Regulate Yourself, Improve Your Writing: The Hidden Power of Metacognitive Awareness and Self‐Efficacy

ABSTRACT This study aims to determine the serial mediatory effect of metacognitive writing awareness and writing self‐efficacy in the relationship between primary school students' self‐regulation and writing success. The study participants were 408 fourth‐grade students attending public primary schools in two cities in eastern Turkey. This study is a correlational survey research. We used SPSS and PROCESS macros to analyze the data. The study revealed strong positive relationships between writing success and self‐regulation, metacognitive writing awareness, and writing self‐efficacy. It showed that the serial mediation role of metacognitive writing awareness and writing self‐efficacy was significant. As one of the first studies to address these relationships, the study fills the gaps in the literature on writing success and sheds light on interventions to improve writing skills at the primary school level.