___

• Adıgüzel, A. ve Orhan, A. (2017). The relation between English learning students’ levels of self-regulation and metacognitive skills and their english academic achievements. Journal of Education and Practice, 8(9), 115-125.
• Aktan, S. (2012). The relationship between elementary school students’ academic achievements and their self-regulated learning skills, motivations and teachers’ instructional styles (Unpublished Doctoral Thesis). Balıkesir University, Institute of Social Sciences, Balıkesir.
• Almazloum, M. (2018). A mixed methods study: The impact of self-regulated learning on L2 writing and strategy use. Electronic Thesis and Dissertation Repository. 5355. https://ir.lib.uwo.ca/etd/5355
• Altun, S. (2005). The ability of students' self-regulation-based learning strategies and perceptions of self-efficacy to predict mathematical success according to learning styles and gender (Doctoral Thesis). Yıldız Technical University Institute of Social Sciences, İstanbul.
• Aregu, B. (2013). Enhancing self-regulated learning in teaching spoken communication: does it affect speaking efficacy and performance? Electronic Journal of Foreign Language Teaching, 10(1), 96- 109.
• Arsal, Z. (2010). The effects of diaries on self-regulation strategies of preservice science teachers. International Journal of Environmental & Science Education, 5(1), 85-103.
• Arslan, A. (2008). İşbirliğine dayalı öğrenmenin erişiye, kalıcılığa, öz yeterlik inancına ve öz düzenleme becerisine etkisi (Doktora Tezi). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
• Arslantas, S. ve Kurnaz, A. (2017). The effect of using self-monitoring strategies in social studies course on self-monitoring, self-regulation and academic achievement. International Journal of Research in Education and Science (IJRES), 3(2), 452-463. DOI: 10.21890/ijres.327905
• Aydın, S., Keskin, M. Ö. ve Yel, M. (2014). Turkish adaptation of the self-regulation questionnaire: A study on validity and reliability. TURJE Turkish Journal of Education, 3(1), 24-33.
• Aydın, İ. S., İnnalı, H. Ö. ve Uyumaz, G. (2017). Developing metacognitional writing strategies awareness scale and determining psychometric characteristics. Turkish Studies, 12(25), 169-192.
• Aydın, S. ve Atalay, T. D. (2015). Öz- düzenlemeli öğrenme. Ankara: Pegem Akademi.
• Bandura, A. (2000). I processi di mediazione tra l’autoefficacia e i suoi effetti. Trento: Erickson.
• Bayat, N. (2019). Yazma modelleri. N. Bayat (Ed.), Yazma ve eğitimi içinde (ss. 9-46). Ankara: Anı Yayıncılık.
• Berry, A. B. ve Mason, L. H. (2012). The effects of self-regulated strategy development on the writing of expository essays for adults with written expression difficulties preparing for the GED. Remedial and Special Education, 33(2), 124-136.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2015). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
• Cabı, E. ve Yalın, H.İ. (2011).The effect of blended learning based on self-regulated on students’ motivation. Journal of Educational Technology Theory and Practice (ETTP), 1(1), 125-141.
• Can, B. (2016). Öz düzenlemeli strateji geliştirmeye dayalı öğretim modelinin hikâye yazma becerilerini geliştirmeye etkisi (Doktora Tezi). Gazi Universitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Cera, R., Mancini, M. ve Antonietti, A. (2013). Relationships between metacognition, self-efficacy and self-regulation in learning. Journal of Educational Cultural and Psychological Studies (ECPS Journal), 7, 115-141.
• Chalk, J. C., Hagan-Burke, S. ve Burke, M. D. (2005). The effects of self-regulated strategy development on the writing process for high school student with learning disabilities. Learning Disability Quarterly, 28, 75-87.
• Çağlayan Dilber, N. (2014). Öz düzenlemeli strateji gelişimi öğretim modelinin ortaokul öğrencilerinin ürettikleri tartışmacı metinlere etkisi (Doktora Tezi). Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
• Çelikkaleli, O. ve Yildirim, K.(2015). Adaptation of perceived self-regulatory efficacy scale for writing into Turkish language. International Online Journal of Educational Sciences, 7(4), 223-236.
• De La Paz, S. ve Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63(2), 167-181.
• De La Paz, S. (1999). Self-regulated strategy ınstruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research and Practice, 14, 92-106.
• De La Paz, S. (2001). Stop and dare: A persuasive writing strategy. Intervention in School and Clinic, 36(4), 234-243.
• De La Paz, S. ve Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687-698.
• Demirel, Ö. (2003). Türkçe öğretimi. Ankara: Pegem Akademi.
• Dent, A. L. ve Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425-474.
• Dignath, C., Buettner, G. ve Langfeldt, H. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101–129.
• Dilidüzgün, Ş. (2020). Süreç ve tür odaklı okuma ve yazma eğitimi. Ankara: Anı Yayıncılık.
• Dirkes, M. Ann. (1985). Metacognition: students in charge of their thinking. Roeper Review, 8, 96–100.
• Doostian, Y., Fattahi, S., Goudini, A.A., A’zami, Y., Massah, O. ve Daneshmand, R. (2014). The effectiveness of self-regulation in students’ academic achievement motivation. Research Papers, 4(2), 237- 246.
• Dursun-Sürmeli, Z. ve Ünver, G. (2017). The relationship between mathematics achievement, self-regulated learning strategies, epistemological beliefs and academic self-concept. Turkish Journal of Computer andMathematics Education, 8(1), 83-102.
• Eissa, M. A. (2009). The effectiveness of a program based on self-regulated strategy development on the writing skills of writing-disabled secondary school students. Electronic Journal of Research in Educational Psychology, 17(1), 2-24.
• El-Sakka, S. M. F. (2016). Self-regulated strategy instruction for developing speaking proficiency and reducing speaking anxiety of Egyptian university students. English Language Teaching, 9(12), 22- 33.
• Escorcia, D., Passerault, J. M., Ros, C. ve Pylouster, J. (2017). Profiling writers: Analysis of writing dynamics among college students. Metacognition and Learning, 12(2), 233-273.
• Festas, I., Oliveira, A. L, Rebelo, J. A., Damião, M. H., Harris, K. ve 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.
• Fischer, K. L. (2002). Learning to write in elementary school: development of self-regulated writing in six young writers (Doctoral Thesis). University of Maryland College Park.
• Flower, L. ve Hayes, J. R. (1984). Images, plans, and prose: The representation of meaning in writing. Written Communication, 1, 120-160
• Glaser, C. ve Brunstein, J. C. (2007). Improving fourth-grade students’ composition skills: Effects of strategy instruction and self-regulation procedures, Journal of Educational Psychology, 99(2), 297- 310.
• Glogger, I., Schwonke, R., Holzäpfel, L., Nückles, M. ve Renkl, A. (2012). Learning strategies assessed by journal writing: Prediction of learning outcomes by quantity, quality, and combinations of learning strategies. Journal of educational psychology, 104(2), 452.
• Gouin, R. D. (2012). The relationship between learning self-regulation skills and improved performance in reading and language arts for middle school students (Doctoral Thesis). Walden University, United States.
• Graham, S. ve Harris, K. (2003). Students with learning disabilities and the process of writing: A meta-analysis of RSD studies. In L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of research on learning disabilities (pp. 323–344). New York, NY: Guilford Press.
• Graham, S., Harris, K. R. ve Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241.
• Graham, S. ve MacArthur, C. (1988). Improving learning disabled students' skills at revising essays produced on a word processor: Self-instructional strategy training. Journal of Special Education, 22, 133-152.
• Graham, S. ve Harris, K. R. (2005). Writing Better Effective Strategies for Teaching Students with Learning Difficlties. London: Paul H. Brookes Publishing Co.
• Graham, S., McKeown, D., Kiuhara, S. ve Harris, K. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104, 879-896.
• Graham, S. ve Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445-476.
• Güneyli, A. (2016). Analyzing writing anxiety level of Turkish Cypriot students. Education and Science, 41(183), 163-180.
• Güvenç, H. (2010). Effects of cooperative learning and lesson diaries on preservice teachers’ self-regulated learning. Educational Sciences: Theory and Practice, 10(3), 1459-1487.
• Harris, K. R. ve Pressley, M. (1991). The nature of cognitive strategy instruction: interactive strategy construction. Exceptional Children, 57, 392-405.
• Harris, K. R. ve Graham, S. (1999). Programmatic intervention research: illustrations from the evolution of self regulated strategy development. Learning Disabilities Quarterly, 22, 251-262.
• Harris, K. R., Graham, S., Mason, L. H. ve Saddler, B. (2002). Developing self-regulated writers. Theory into practice, 41(2), 110-115.
• Harris, K. R., Graham, S., Mason, L. H. ve Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore: Paul H. Brookes.
• Harris, K. R., Graham, S. ve 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.
• Hashempour, M. ve Ghonsooly, B. (2015). A Study of Translation Students' Self-Regulation and Metacognitive Awareness in Association with their Gender and Educational Level. International Journal of Comparative Literature & Translation Studies, 3(3), 60-69.
• Hatami, A. (2015). The effect of collaborative learning and selfassessment on self-regulation. Educational Research and Reviews, 10(15), 2164-2167.
• Jacobson, L. ve Reid R. (2007). Self Regulated Strategy Development for written expression: Is it effective for adolescents? EBP Briefs, 2(3), 1-13.
• Jones, I. ve Pellegrini, A. D. (1996). The effects of social relationships, writing media, and microgenetic development on first-gradestudents’ written narratives. American Educational Research Journal, 33(3), 691-718.
• Karaoğlan Yılmaz, F. G., Olpak, Y.S. ve Yılmaz, R. (2017). The effect of the metacognitive support via pedagogical agent on self-regulation skills. Journal of Educational Computing Research, 0(0), 1-22.
• Karasar, N. (2017). Bilimsel araştırma yöntemleri. Ankara: Nobel Akademik.
• Kaya, B. (2016). Üstbilişsel beceri odaklı yazma süreçlerinin dördüncü sınıf öğrencilerinin hikâye yazma becerisine etkisi (Yüksek Lisans Tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Kaya, D. (2019). Predicting seventh grade students’ mathematics achievements: The role of metacognitive awareness, motivation and, self-regulated learning strategies. OMU Journal of Education Faculty, 38(1), 1-18.
• Kayıran, B.K. (2014). Öz-düzenleyici öğrenmenin okuduğunu anlamaya yönelik akademik başarı, öz-düzenleme becerileri ve okuma stratejileri üzerindeki etkisi (Doktora Tezi). Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.
• Kocdar, S., Karadeniz, A., Bozkurt, A. ve Buyuk, K. (2018). Measuring self-regulation in self-paced open and distance learning environments. International Review of Research in Open and Distributed Learning, 19(1), 25-43.
• Koç. A. ve Gömleksiz, M.N. (2009). Self-regulation strategies and moodle. III. International Symposium of Computer Education and Instructional Technologies. (November 7th-8th-9th ) K.T.U. Proceedings Book, Trabzon, 195-197.
• Kuyumcu Vardar, A. ve Arsal Z. (2014). Öz-düzenleme stratejileri öğretiminin öğrencilerin İngilizce başarılarına ve tutumlarına etkisi. Ana Dili Eğitimi Dergisi, 2(3), 32-52.
• Lienemann, T. O. ve Reid, R. (2006). Self-regulated strategy development for students with learning disabilities. Teacher Education and Special Education, 29(1), 3-11.
• Mahjoob, E. (2015). Self-regulation and speaking proficiency in Iranian EFL learners. Journal of Language, Linguistics and Literature, 1(6), 182-188.
• Mareschal, C. (2007). Student perceptions of a self-regulatory approach to second language listening comprehension development (Doctoral Dissertation). University of Ottawa, Canada.
• Mason, L. H. (2002). Self-regulated strategy instruction: Effects on expository reading comprehension among students who struggle with reading (Doctoral Thesis). Maryland: University of Maryland.
• Mason, L. H., Snyder, H. K., Sukhram D. P. ve Kedem, Y. (2006). TWA+PLANS Strategies for expository reading and writing: Effects for nine fourth-grade students. Exceptional Children, 50, 69-89.
• Mason, L. H. ve Shriner, J. G. (2008). Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders. Reading and Writing, 21(1- 2), 71-93.
• MEB. (2019). Türkçe dersi (1-8. sınıflar) öğretim programı. Ankara: Devlet Kitapları Müdürlüğü.
• Milford, T. ve Harrison, G. L. (2010). Using the PLEASE strategy with a struggling middle school writer with a disability, Intervention in School and Clinic, 45(5), 326-332.
• Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi (Doktora Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Müldür, M. ve Yalçın, A. (2019). The effect of self-regulated writing instruction on middle schoolstudents’ informative writing skills, self-regulated writing skills, and self-efficacy perception. Elementary Education Online, 18(4), 1779-1804.
• Negretti, R. ve McGrath, L. (2018). Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course. Journal of Second Language Writing, 40, 12-31.
• Özbay, A. (2008). Yabancı dilde bilgilendirici yazma alanında öz düzenleme becerilerinin kullanımı ve başarı arasındaki ilişki (Doktora Tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
• Pintrich, P.R. ve De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of selfregulation (pp. 452-502). New York: Academic Press.
• Platt, K. E.(2016). Developing metacognitive and self-regulated learning skills through reflective writing prompts. DMA (Doctor of Musical Arts Thesis). University of Iowa. https://doi.org/10.17077/etd.9m0bstjb
• Pritchard, R. J. ve Honeycutt, R. L. (2007). Best practices in ımplementing a process approach to teaching writing. In S. Graham, C. A. Macarthur ve J. Fitzgerald,(Ed.), Best Practices in Writing Instruction (pp. 28-49). New York, NY: The Guilford Press
• Rogers, L. A. ve Graham, S. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology, 100, 879-906.
• Saddler, B., Moran, S., Graham, S. ve Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writing performance of struggling writers. Exceptionality, 12(1), 3-17.
• Saddler, B. (2006). Increasing story-writing ability through self-regulated strategy development: Effects on young writers with learning disabilities. Learning Disability Quarterly, 29(4), 291-305.
• Saddler, B. ve Asaro, K. (2007). Increasing story quality through planning and revising effects on young writers with learning disabilities. Learning Disability Quarterly, 30(4), 223-234.
• Santangelo, T., Harris, K., R. ve Graham, S. (2008). Using self-regulated strategy development to support students who have “trubol giting thangs into werds.” Remedial and Special Education, 29(2), 78-89.
• Salvador de Arana, N. (2018). Improving self-regulation for learning in EFL writing in secondary education in blended environments (Unpublished Doctoral Thesis). Universitat de Barcelona, Barcelona.
• Schraw, G., Crippen, K.J. ve Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139.
• Schunk, D. H. ve Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-650). New York: Academic Press.
• Schunk, D. H. ve 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.
• Sexton, M., Harris, K. R. ve Graham, S. (1998). Self-Regulated strategy development and the writing process: effects on essay writing and attributions. Exceptional Children, 64(3), 295-311.
• Sever, E. (2019). İş birliğine dayalı öğrenmenin yazılı anlatıma, öz düzenleme becerisine ve yazma motivasyonuna etkisi (Doktora Tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Sieben, N. (2013). Writing hope, self-regulation, & self-efficacy (Doctoral Thesis). Hofstra University, New York.
• Soureshjani, K. (2011). Self-regulation and motivation reconsideration through Persian EFL Learners' writing achievement. Journal of Research Humanities, 11, 55-80.
• Souvignier, E. ve Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and Instruction, 16, 57-71.
• Sönmez, V. ve Alacapınar, F. G. (2013). Örneklendirilmiş bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
• Sperger, D. R. (2010). An exploratory pretest and posttest investigation of the effects of the effects of the self-regulated strategy development approach to writing instruction on middle school boys’ writing achievement (Doctoral Thesis). University of Hartford, Hartford, CT.
• Tabachnick, B. G. ve Fidell, L. S. (2013). Using multivariate statistics (6th Edition). Boston: Allyn and Bacon.
• Takashi, N. (2013). Writing feedback and the development of self-efficacy; writing strategy and metacognition. International Journal of Social and Cultural Studies, 6, 35-55.
• Talan, T. ve Gülseçen, S. (2018). Evaluation of the students' self-regulation skills and perceived selfEfficacy in flipped classroom and blended learning environments. Turkish Journal of Computer and Mathematics Education, 9(3), 563-580.
• Temizkan, M. (2014). Yaratıcı yazma süreci (hikâye yazma). Ankara: Pegem Akademi.
• Tılfarlıoğlu, F. Y. ve Delbesoğlugil, A.B.Ö. (2014). Questioning academic success through selfregulation, self-esteem and attitude in foreign language learning (A Case Study), Theory and Practice in Language Studies, 4(11), 2223- 2230.
• Tolaman, T.D. (2017). Self-regulated strategy development model for the development of writing skills: An action research (Doctoral Thesis). Sakarya University, Sakarya.
• Tracy, B., Reid, R. ve Graham, S. (2009). Teaching young students strategies for planning and drafting stories: the ımpact of self-regulated strategy development. The Journal of Educational Research, 102(5), 323-331.
• Turan, S. ve Demirel, Ö. (2010). The relationship between self-regulated learning skills and achievement: A case from Hacettepe University Medical School. Hacettepe University Faculty of Education Journal, 38, 279-291.
• Turkben, 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.
• Türkben, T. (2021a). Examination of classroom writing practices in the context of process-based approach to teaching writing. Journal of Language and Linguistic Studies, 17(Special Issue 1), 619-644.
• Türkben, T. (2021b). The effect of self-regulated strategy education on the writing skills of middle school students. International Journal of Education & Literacy Studies, 9(2), 52-65.
• Uyar, Y. (2015). Öz düzenlemeye dayalı okuma becerisinin geliştirilmesi ve anlamaya etkisi (Doktora Tezi). Gazi Universitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Uygun, M. (2012). Öz düzenleme stratejisi gelişimi öğretiminin yazılı anlatıma, yazmaya yönelik öz düzenleme becerisine, kalıcılığa ve tutuma etkisi (Doktora Tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
• Üredi, I. ve Erden, M. (2009). Perceived parenting styles as predictor of students’ self-regulated learning strategies and motivatıonal beliefs. The Journal of Turkish Educational Sciences (JTES), 7(4), 781-811.
• Üredi, I. ve Üredi L. (2005). To what extent elementary school 8th-grade students’ self-regulation strategies and motivational beliefs predict their mathematical achievements. Mersin University Faculty of Education Journal, 1(2), 250-260.
• Welch, M. (1992). The PLEASE strategy: A metacognitive learning strategy for improving the paragraph writing of students with mild learning disabilities. Learning Disability Quarterly, 15, 119-127.
• Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 309, 173-188.
• Winne, P. H. (1996). A metacognitive view of individual differences in self- regulated learning. Learning and Individual Differences, 5(4), 327-353.
• Winne, P.H. ve Perry, N.E. (2000). Measuring self-regulated learning. In P. Pintrich, M. Boekaerts & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). Orlando, FL: Academic Press.
• Yalçın, A. ve Karadeniz, A. (2016). Relationship between the writing quality and self-regulation skills of secondary education students. TOJET: The Turkish Online Journal of Educational Technology, Special Issue for INTE 2016, 345-354.
• Yalçın, A. (2018). Son bilimsel gelişmeler ışığında Türkçenin öğretimi yöntemleri. Ankara: Akçağ Yayınları.
• Yıldızlı, H. ve Saban, A. (2016). The effect of self-regulated learning on sixth-grade Turkish students’ mathematics achievements and motivational beliefs. Cogent Education, 3(1), 1-17.
• Yüksel, İ. (2013). Öğretimsel stil tercihlerinin öz-düzenleme beceri düzeylerini yordama gücü. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 212-229.
• Zeng, Y. ve Goh, C.C. M. (2018). A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness. SSLLT, 8(2), 193-218.
• Zimmerman, B. ve Riesemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73-101.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70.
• Zorbaz, K. Z. (2014). Yazma eğitimi. M. Yılmaz (Ed.). Yeni gelişmeler ışığında Türkçe öğretimi içinde (ss.109-147) (4. Baskı). Ankara: Pegem Akademi.
• Zumbrunn, S. (2010). Nurturing students’ writing knowledge, self-regulation, attitudes, and self-efficacy: the effects of self-regulated strategy development. Unpublished doctoral dissertation. University of Nebraska, Lincoln.
• Zumbrunn, S. ve Bruning, R. (2013). Improving the writing and knowledge of emergent writers: The effects of self-regulated strategy development. Reading and Writing: An Interdisciplinary Journal, 26(1), 91-110.