INVESTIGATION OF SECONDARY SCHOOL STUDENTS’ WRİTİNG ANXİETY AND ACADEMİC SELF-EFFICACY BELIEFS IN TERMS OF VARIOUS VARIABLES

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In this study; It is aimed to determine whether there is a difference in the writing anxiety and academic selfefficacy beliefs of secondary school students in terms of gender, grade level, educational status of the mother and the father and the correlation between writing anxieties and self-efficacy beliefs of the students. In the study, nonrandom sampling method was used. The study was conducted on 493 students, 280 females and 213 males in 9 different secondary schools from Sivas province centre. The Writing Anxiety Scale adapted by Özbay and Zorbaz (2011) developed by Daly and Miller (2013) were used to determine the student’s writing anxiety levels. Scale consists of four sub-dimensions as Pleasure, Prejudice, Anxiety of Evaluation and Sharing of Writings. The total reliability of the scale was determined as .90. The Self-Efficacy Scale for children adapted by Telef and Karaca (2012) developed by Muris (2001) was used in order to determine the self-efficacy beliefs of the students. The reliability of the scale was determined as .86. In the data analysis, arithmetic average, percentage, T-test, Anova and Pearson correlation analysis techniques were used. It was determined that the students writing anxiety and academic self-efficacy differed significantly according to gender, class, mother education status and father education status variables. According to the correlation results of students’ self-efficacy and writing anxiety total scores were found out to be moderate (-.44).

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Writing anxiety , academic self , efficacy , student , education

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi