The Relation between Students’ Writing Anxiety with Writing Disposition

Abstract

Writing increases the occurrence of problems that affect anxiety and disposition with its structure that requires the use of more than one physical, cognitive, and affective skills simultaneously. Increasing writing anxiety and decreasing writing disposition hinder to gain writing habit, which is the main objective of writing education. The purpose of this research; to determine the relationship between writing anxiety and disposition of secondary school students. In this respect, the relational survey model has been used in the quantitative design. The research has been carried out with 1325 secondary school students, determined in the Elazığ city center by graded and stratified sampling method. ANOVA and t-test, which have parametric in the analysis of data, Pearson correlation coefficient, multiple linear regression, and simple linear regression analysis has been used to determine the relationship between writing anxiety and writing disposition. At the result of the study, it has been determined that writing anxiety predicted writing tendencies to a great extent (51%); Participants' gender, class levels, hobby areas of interest, more preferred gaming environment, regular sleep habits. There has been a significant relationship between writing anxiety and disposition of students according to these variables.

The Relationship between Secondary School Students’ Writing Attitudes and Anxiety and Writing Disposition

“…According to the Post-hoc Scheffe test results, this difference is between the 5th and 6th grade students in the persistence, confidence and passion subscales of the Writing Disposition Scale, between the 7th and 8th grade students in the relation and perception subscales of the Attitude Scale Toward Writing, between the 5th and 6th grade students in the anxiety about meeting the requirements of the writing process and anxiety about the understanding of the writing subscales of the Writing Anxiety Scale, and between the 6th and 8th grade students in the anxiety about motivation to write of the same scale. Deniz and Demir (2020) found that the 5th and 6th grade students had a higher level of writing anxiety than the 7th and 8th grade students. Karakoç Öztürk ( 2012) found that the 6th grade students had a higher level of writing anxiety than the 8th grade students.…”

“…There are other studies with different results in the literature. Deniz and Demir (2020) found that male students had a higher level of writing anxiety than female students.…”

“…According to this result, writing disposition is not affected by writing attitude and anxiety in this study group. Deniz and Demir (2020) conducted a study with secondary school students and found a negative correlation between the writing anxiety and writing disposition of the students. Baştuğ (2015) found that there were moderate significant correlations between the students' writing attitude, writing disposition and writing stiffness.…”

An Evaluation of the Variables used in Master’s Theses about Written Expression

“…Kız öğrencilerin erkek öğrencilere göre daha başarılı oldukları başka bir nokta kaygı, motivasyon, eğilim gibi yazılı anlatımın genellikle duyuşsal boyutlarıdır. Örneğin yazma eğiliminin tutku, güven ve süreklilik boyutlarında (Ünal, 2019), yazma motivasyonunda (Takımcıgil, 2014), yazma eğiliminde (Deniz, 2018) ortalama değerler anlamlı bir şekilde kız öğrencilerin lehinedir.…”

“…Ancak bu gerekçeyi yazma becerisiyle ilgili diğer çalışmalar için de düşünmek mümkündür. Deniz (2018) birçok değişken kullandığı çalışmasında diğer çalışmalarda pek bulunmayan düzenli yemek, uyku, egzersiz alışkanlıkları, günlük uyku süreleri, düzenli yaptıkları egzersiz türleri, ilgilendikleri hobi alanları, sokakta oyun oynama süreleri gibi değişkenlere de yer vermektedir. Bu nedenle çalışmalarda kullanılan değişkenlerin gerekçelerinin sadece bu değişkenlere özel olarak belirtilmesi gerekir.…”