The Attitudes of Secondary School Students Toward School And Reading: A Comparison In Terms of Mother Tongue, Gender And Class Level

Abstract

It is important to determine whether the school attitude of secondary school students has an influence on the reading attitude. For this purpose, such a study was conducted at secondary school level. In addition, the extent to which such variables as mother tongue are determinative in this context has been examined.The objective of this study is to examine the relationship between the attitudes of 5 th , 6 th , 7th and 8 th grade secondary school students toward the school and reading. In addition, the study also examines whether the attitude towards reading and school differs according to gender, class, and mother tongue variables. A total of 513 students (235 females, 278 males) attending secondary school in the province of Van in Turkeyparticipated in the research. In the study, Attitude Scale toward Reading developed by Alıcı (2013) is used in order to measure the attitudes of the students towards the school. Additionally, Reading Attitude Scale for Elementary Second Grade Students developed by Özbay and Uyar (2009) isused to measure the students' attitudes towards reading. According to the results, there is a moderate significant relation between students' attitudes toward the school and attitudes toward reading. According to the findings obtained from the study,it is seen that the attitudes of female students toward the school are more positive than those of male students. It is concluded that the attitudes of 5 th grade students toward the school are more positive than those of the other students. Furthermore, students whose mother tongue is Turkish have more positive reading attitudes than the students whose mother tongue is Kurdish or one of other languages (Arabic, Persian, and so on).

Attitudes of high school students toward the Albanian Language and Literature course

“…The programs could have affected the lower level of attitudes of the 11 th graders. Yıldız and Kızıltaş (2018) revealed that the native language was related to the attitudes. Schools are expected to contribute to the enjoyment of the native language and preservation, development, and dissemination of language.…”

“…On the other hand, there are studies showing people's positive attitudes both toward their native language and certain nonnative local languages (Yıldız and Kızıltaş, 2018;Zungu and Pillay, 2010). For example, Yalınkılıç and Yağmur (2014) found that bilingual Western Thrace Turks had positive attitudes toward the Turkish language and pointed to the use of the language in daily life as means to maintain their identities.…”