The present study aimed to investigate the correlation between the writing skills of primary school students in story writing and their anxiety, attitude, motivation and self-efficacy regarding writing. A correlational survey design was utilized in the study. A sample of 121 primary school students at Grade 4 from Maçka district of Trabzon province was included in the study through convenience sampling. The data were collected through written expression form, writing attitude, writing self-efficacy, writing motivation and writing anxiety scales, and were analyzed using the independent t-test, Kruskal Wallis test and Pearson correlation analysis. The results of the analysis indicated that female students had higher level of story-writing skills than male students. Besides, it was observed that the mother's educational background did not affect the students' writing skills, self-efficacy, anxiety and attitude. However, there was a significant difference in the writing attitudes of students whose fathers were primary school graduates compared to those whose fathers were university graduates. Similarly, students whose fathers were lower secondary school graduates had higher writing attitudes than those whose fathers were upper secondary school or university graduates. Furthermore, it was found that there was a relationship between the story-writing skills of primary school students and their motivation. In addition, there was a significant correlation among writing attitudes and writing motivations, and writing self-efficacy, as well as among writing self-efficacy and writing anxiety and attitudes. It was found that there was a relationship between primary school students' writing motivation and writing anxiety, but the highest relationship was between their writing motivation and their writing self-efficacy.