Çeşi̇tli̇ Deği̇şkenler Açisindan Ortaokul Öğrenci̇leri̇ni̇n Okuma Kaygilarinin İncelenmesi̇

Abstract

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.

‘Reading Anxiety in Turkish Language’: A Systematic Review Research

“…The reviewed studies showed that all studies were done with students. In addition to this, the sampling group was selected mostly from middle school students (Ateş, 2016;Baki, 2017;Baki, 2019;Çevik, Orakçı, Aktan & Toraman, 2019;İzci & Kaya, 2021;Melanlıoğlu 2014a;2014b;Şahin, 2019;Türkben, 2020;Uçgun, 2016). These findings, on the one hand suggest that students have crucial roles in clarifying reading anxiety and its relation with other factors.…”

“…It can be also seen that some of them about identification of reading anxiety in Turkish related with some variables (e.g. Çevik, Orakçı, Aktan & Toraman, 2019;İzci & Kaya, 2021;Şahin, 2019;Yıldız & Ceyhan, 2016). Some other issues were aldo investigated in given studies.…”

“…based on various factorsYıldız & Ceyhan, 2016; Çevik, Orakçı, Aktan & Toraman, 2019;Şahin, 2019;İzci & Kaya, 2021 Relationship between reading anxiety and motivation levels and comprehension skillsTürkben, 2020 …”

Türkçe Öğretiminde Kaygı Üzerine Yapılan Çalışmaların Eğilimleri

“…Türkçe öğretimi alanında gerçekleştirilen çalışmalara bakıldığında farklı öğrenim kademelerindeki öğrencilerin dinleme kaygılarını (Arslan, 2017;Ateş, 2018;Berk, 2019;Maden ve Durukan, 2016), konuşma kaygılarını (Kavruk ve Deniz, 2015;Kuru, 2018;Sallabaş, 2012;Sevim ve Gedik, 2014), okuma kaygılarını (Altunkaya, 2017;Bağcı ve Baz, 2019;Kuşdemir ve Katrancı, 2016;Şahin, 2019) ve yazma kaygılarını (Ateş ve Akaydın, 2015;Karakoç Öztürk, 2016;Kılıç ve Arslan, 2018;Ürün Karahan, 2017) ortaya koyan çeşitli araştırmalar mevcuttur. Ancak Türkçe öğretiminde kaygı üzerine yapılan araştırmaları bütüncül bir şekilde ele alıp inceleyen, bu alandaki araştırmaların eğilimlerini tespit eden bir araştırmanın olmadığı da görülmektedir.…”