Writing, as one of the basic language activities, is a complex and productive language activity, and initially requires knowledge of the letter system and the adoption of grammatical and orthographic rules and norms of a particular language. Its purpose is to achieve communication between people, which in today's time of globalization and rapid transfer of information, becomes an indispensable factor in the life of every individual. Writing, as a text creation, is a very complex and demanding cognitive activity, and its quality reflects in the usage of techniques and strategies of writing that an author uses, mainly planning and drafting strategies, but also text correction strategies. That is why it is important to learn various strategies and writing techniques and to develop the strategy of self-regulated writing. In this research, that group of students from lower to higher years of study participated in, the quality of written texts in Croatian, has been checked. Furthermore, the coherence among Croatian written texts has also been checked, with cognitive, motivational and some sociodemograpich factors of learning and written expression. The examined group of students, in the conducted research, within this diploma thesis, achieves average results in the tasks of writing an essay in their mother tongue Croatian. Students have average grades from courses (or school subjects from high school for the 1st year of study) in the Croatian language. The overall success in the study (or in high school for the 1st year of study) is slightly higher than the average grades. Half of the students surveyed write a concept before writing an essay. Research participants mostly use adaptive motivational learning strategies Target orientations focused on learning, while less use adaptive Target orientations focused on performance and maladaptive strategies Target orientations focused on avoiding effort. Most respondents expect success in writing assignments, but the grade they expect is generally average, which was also an objective assessment. Research participants show the highest score on Academic Control. They use the most adaptive Strategies for checking and correcting text, then the most adaptive Strategies for planning and self-direction, and the least they use adaptive Strategies for seeking help and writing according to a model. The results of the correlation of the examined variables show that the success in the writing task is negatively related to the Goal Orientation focused on avoiding effort and using Strategies for seeking help and writing according to the model, and positively to Academic control and the use of adaptive text checking and correction strategies. Higher quality essay texts are written by students of higher years in relation to students of lower years of study.