Abstract

Drawing on research on self-regulated learning, metacognition, and cognitive aspects of writing, this study examines whether structured free writing can function as a scaffold for developing writing self-regulation, affective engagement, and genre-based performance. While free writing has traditionally been conceptualized as a creativity-enhancing or pre-writing activity, its role in fostering self-regulatory and metacognitive processes associated with intelligent performance remains underexplored. A convergent parallel mixed-methods design was employed with preservice teachers enrolled in a seven-week writing workshop in higher education. Quantitative data included validated measures of writing self-regulatory efficacy and attitudes toward free writing, along with analytic assessments of informative and narrative writing performance. Qualitative data were obtained through semi-structured interviews examining participants’ regulation of their writing processes. Findings indicate significant improvements in self-regulatory efficacy, more adaptive attitudes toward writing, and gains in genre-specific performance. Qualitative results further suggest that structured free writing supports metacognitive awareness, reduces writing-related anxiety, and enhances sustained cognitive engagement. By conceptualizing free writing as a mechanism for developing self-regulatory capacities underlying intelligent behavior, this study contributes to research on individual differences in learning and highlights the integration of cognitive and affective processes in academic performance.

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