The aim of this study was to determine the effect of secondary school students' writing tendency, writing selfefficacy and writing attitude variables and how these variables predict each other through structural equation modeling. For this purpose, the relational screening model was used and the study was carried out in academic year 2018-2019 on a total of 290 students;153 (52.8%) were females and 137 (47.2%) were males studying in 4 different secondary schools in Erzurum. Twenty of the students were in the 5th grade, 30 were in the 6th grade, 104 were in the 7th grade and 122 were in the 8th grade. In the study, the writing disposition scale developed by Piazza and Siebert (2008) and adapted to Turkish by Iseri & Ünal (2010); writing attitude scale developed by Can & Topçuoğlu Ünal (2017); and writing self-efficacy scale developed by Şengül (2013) were applied to secondary school students. After their validity and reliability were ensured, the data were analyzed. As a result of the study, it was determined that writing tendency had a positive effect on writing attitude, and despite writing self-efficacy positively affected writing attitude, it did not affect it significantly statistically.

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Anxiety, which can ocur in almost every moment of life, often affects an individual's life negatively. The reading ability in one of the areas that anxiety can see the negative effect it has on individuals. The reading skills have a special and important place in every moment of the student's educational life. It is obvious that students who are not sufficiently developed in reading skills and they feel anxious to read will feel like they are failing. This situation will bring significiant problems in the future. For these reasons, it is important to identify and examine reaidng anxienty to help students develop a healthy reading skills and have a smooth educational life. The purpose of this research is to investigate reading anxieties of secondary school students in terms of various variables. In the research, the quantitative research approach was adopted and survey model was used. The study group of the research consists of totally 767 students receiving education in the 6th, 7th and 8th grades at secondary schools located in Erzurum, Samsun, Kahramanmaraş and Muş provinces in the 2018-2019 school year spring semester. In the research, "Reading Anxiety Scale for Primary and Secondary School Students" developed by Çeliktürk and Yamaç (2015) was used as data collection tool. All the data obtained from the research were analyzed by using parametric tests in SPSS 25 package program. In the research, it was observed that the reading anxieties of secondary school students did not significantly differ according to gender and class variables while they significantly differed according to family income level, having or not having a library/bookcase at home, number of books read in a year, having or not having someone reading a book at home variables.

The Turkish history has a very rich content in literary context as well as political and administrative achievements. The Turkish language, which dates back to B.C., has become one of the great languages that continues its existence until modern day, leaving priceless reference guide behind. The purpose of this research is to investigate the effects of lessons taught using activities designed with Augmented Reality Technology on the academic achievement and motivation of students in the teaching of the subjects of Yusuf Has Hacib, Kasgarli Mahmud, Kutadgu Bilig and Divanu Lugati't-Turk which are among the cultural heritages called "Old Turkish Language Mementoes." In this context, Augmented Reality environments were designed in relation to the mentioned works and authors and these designs were uploaded to AURASMA 3D application and made available for smart phones. Quantitative research model was adapted in the study and the quasi-experimental method with pre-test-post-test control group was used. At the end of the study whose procedures took 6 weeks in total with the involvement of 50 college students, it was determined that AR activities has a positive effect on the academic success of the students and increases the academic success of the students, and it creates a positive environment which motivates the students towards the lesson and learning.

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