Self- Assessment of Writing Skills and Writing Motivation in Relation to Learning Strategies among Intermediate Students

Education

This study determined the relationship between self-assessment of writing skills and writing motivation in relation to learning strategies among Grade 4 to 6 students at Kauswagan Elementary School, Loreto, Agusan del Sur. Utilizing a descriptive-correlational research design, the study involved 180 students selected through universal sampling. Adapted survey questionnaires measured three core variables: self-assessment of writing skills (attitudes, generating, revising, feedback, collaboration, and control), writing motivation (intrinsic, extrinsic, self-efficacy, and writing avoidance), and learning strategies (before, during, after writing, general writing strategies, and general learning strategies). Data were analyzed using weighted mean, Pearson product-moment correlation, and multiple regression analysis. Results revealed that students often manifested self-assessment skills, writing motivation, and learning strategies. A significant relationship was found between both self-assessment and writing motivation with learning strategies. Further, the indicators of attitudes, revising, feedback, awareness, intrinsic motivation, extrinsic motivation and self-efficacy significantly predicted learning strategies. Findings highlighted the value of fostering self-awareness, motivation, and structured strategies in enhancing writing performance. The study recommends integrating metacognitive and motivational components into the writing curriculum to promote self-regulated learning.

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