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Effects of Creative Writing-Oriented Applications on Pre-Service Teachers' Writing Anxiety and Self-Regulation.

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Title: Effects of Creative Writing-Oriented Applications on Pre-Service Teachers' Writing Anxiety and Self-Regulation.
Alternate Title: Yaratıcı Yazma Odaklı Uygulamaların Öğretmen Adaylarının Yazma Kaygısı ve Yazmaya Yönelik Öz-Düzenleme Yeterlikleri Üzerindeki Etkisi.
Authors: ÇOCUK, Halil Erdem1 halilerdemcocuk@gmail.com, DOĞRU, Meral2 dogru.meral@deu.edu.tr
Source: Novitas-ROYAL. Apr2026, Vol. 20 Issue 1, p16-32. 17p.
Subject Terms: *Creative writing, *Anxiety, *Mixed methods research, *Student teachers, *Autonomy (Psychology), *Teacher education
Abstract (English): This study examines the impact of creative writing activities on pre-service teachers' selfregulation competencies and writing anxiety. Writing is a complex process involving cognitive and affective dimensions, and creative writing supports self-expression, self-awareness, and active engagement. However, studies exploring the relationship between creative writing and self-regulation among pre-service teachers are limited. An explanatory sequential mixed-methods design was employed. The quantitative phase used a pre-test-post-test-retention test model, followed by semistructured interviews in the qualitative phase. The participants consisted of 31 pre-service teachers enrolled in a Turkish Language Teaching program. Over ten weeks, creative writing activities incorporating planning, self-monitoring, self-assessment, and reflection were implemented. Quantitative data were analyzed using repeated-measures ANOVA and correlation analyses, while qualitative data were analyzed through thematic analysis. The findings revealed that creative writing activities significantly increased self-regulation levels and reduced writing anxiety. A moderate negative correlation was found between self-regulation and writing anxiety. Qualitative results indicated improvements in planning, monitoring, and revision, as well as increased confidence and motivation. Overall, the study highlights the effectiveness of integrating creative and self-regulation-oriented approaches into writing education. [ABSTRACT FROM AUTHOR]
Abstract (Turkish): Bu çalışma, yaratıcı yazma etkinliklerinin öğretmen adaylarının yazmada öz-düzenleme becerileri ve yazma kaygısı üzerindeki etkisini incelemektedir. Yazma, bilişsel ve duyuşsal boyutları içeren karmaşık bir süreçtir; yaratıcı yazma ise bireylerin kendilerini ifade etmelerini, öz farkındalık geliştirmelerini ve öğrenme sürecine etkin katılım göstermelerini destekler. Buna karşın, öğretmen adayları düzeyinde yaratıcı yazma ile öz-düzenleme arasındaki ilişkiyi ele alan çalışmalar sınırlıdır. Araştırmada açıklayıcı sıralı karma yöntem deseni kullanılmıştır. Nicel aşamada ön test-son test-kalıcılık testi modeli uygulanmış, nitel aşamada yarı yapılandırılmış görüşmeler yapılmıştır. Çalışma grubunu Türkçe öğretmenliği programında öğrenim gören 31 öğretmen adayı oluşturmuştur. On hafta süresince planlama, izleme, öz değerlendirme ve yansıtma süreçlerini içeren yaratıcı yazma etkinlikleri uygulanmıştır. Nicel veriler tekrarlı ölçümler varyans analizi ve korelasyon analizi ile, nitel veriler ise tematik analizle çözümlenmiştir. Bulgular, yaratıcı yazma etkinliklerinin öz-düzenleme düzeylerini anlamlı biçimde artırdığını ve yazma kaygısını azalttığını göstermektedir. Özdüzenleme ile yazma kaygısı arasında orta düzeyde negatif ilişki belirlenmiştir. Nitel bulgular, planlama, izleme ve gözden geçirme becerilerinde gelişim ile güven ve motivasyonda artış olduğunu ortaya koymaktadır. Sonuçlar, yazma öğretiminde yaratıcı ve öz-düzenleme temelli yaklaşımların etkili olduğunu göstermektedir. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study examines the impact of creative writing activities on pre-service teachers' selfregulation competencies and writing anxiety. Writing is a complex process involving cognitive and affective dimensions, and creative writing supports self-expression, self-awareness, and active engagement. However, studies exploring the relationship between creative writing and self-regulation among pre-service teachers are limited. An explanatory sequential mixed-methods design was employed. The quantitative phase used a pre-test-post-test-retention test model, followed by semistructured interviews in the qualitative phase. The participants consisted of 31 pre-service teachers enrolled in a Turkish Language Teaching program. Over ten weeks, creative writing activities incorporating planning, self-monitoring, self-assessment, and reflection were implemented. Quantitative data were analyzed using repeated-measures ANOVA and correlation analyses, while qualitative data were analyzed through thematic analysis. The findings revealed that creative writing activities significantly increased self-regulation levels and reduced writing anxiety. A moderate negative correlation was found between self-regulation and writing anxiety. Qualitative results indicated improvements in planning, monitoring, and revision, as well as increased confidence and motivation. Overall, the study highlights the effectiveness of integrating creative and self-regulation-oriented approaches into writing education. [ABSTRACT FROM AUTHOR]
ISSN:13074733
DOI:10.5281/zenodo.19449161