Investigation of Middle School Students’ Writing Anxieties, Writing Attitudes, and Writing Self-Efficacy: A Mediational Model

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dc.authorid0000-0002-6452-6058
dc.authorid0000-0003-2716-5668
dc.contributor.authorAydın, Erkan
dc.contributor.authorYüce, Erkan
dc.date.accessioned2025-04-11T10:56:50Z
dc.date.available2025-04-11T10:56:50Z
dc.date.issued2024
dc.departmentEğitim Fakültesi
dc.description.abstractThe research aimed to investigate the impact of writing anxiety on secondary school students' writing attitudes and writing self-efficacy. Additionally, the study sought to determine the relationships between these emotional processes and the directions in which they influence each other. The participants were secondary school students aged between 12 and 15, receiving education in their native language in Türkiye. Structural Equation Modeling was employed for data analysis, examining the relationships and potential causal links between writing anxiety, writing attitude, and writing self-efficacy. The research findings indicated that writing anxiety negatively predicts both writing attitude and writing self-efficacy. Conversely, writing attitude has a positive impact on writing self-efficacy. Furthermore, the findings identified that writing attitudes have mediating effect on the relationship between writing anxiety and writing self-efficacy. Based on the findings, native language teachers may foster students’ writing self-efficacy by designing activities appealing students’ levels and interests to eliminate anxiety in writing. Also, the teachers may create a positive native language learning environment in which mistakes are tolerated to develop positive attitudes towards writing.
dc.identifier.doi10.1007/s40299-024-00942-2
dc.identifier.issn01195646
dc.identifier.scopus2-s2.0-85209100476
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://dx.doi.org/10.1007/s40299-024-00942-2
dc.identifier.urihttps://hdl.handle.net/20.500.12451/13014
dc.identifier.wos001354649100001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorAydın, Erkan
dc.institutionauthorYüce, Erkan
dc.institutionauthorid0000-0002-6452-6058
dc.institutionauthorid0000-0003-2716-5668
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofAsia-Pacific Education Researcher
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectSecondary School Students
dc.subjectWriting Anxiety
dc.subjectWriting Attitudes
dc.subjectWriting Self-efficacy
dc.titleInvestigation of Middle School Students’ Writing Anxieties, Writing Attitudes, and Writing Self-Efficacy: A Mediational Model
dc.typeArticle

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