A Structural Equation Model of Writing Anxiety, Writing Motivation and Academic Motivation of Students

Yıl 2024, , 365 - 385, 29.01.2024

Hacer Deniz , Sezgin Demir

https://doi.org/10.18039/ajesi.1316766

Öz

Writing anxiety causes various problems in the writing process, makes it difficult for the person to produce text and can prevent the act of writing. Writing motivation supports writing skills by affecting the writing process positively. The purpose of this research is to determine relationships between students' writing anxiety, writing motivation and academic motivation. The research was carried out with the correlational desing in the quantitative method. The population of this research consist of secondary school students and the sample consist of 1037 secondary school students, 577 of whom are females (55.64%) and 460 of them are males (44.36%) in Elazig province centre in 2020-2021 academic year. As a result of the correlation test, hierarchical regression analysis, it was determined that students' writing anxiety meaningful was predicted the writing motivation (r=-.65/strong) and academic motivations (r=-.37/medium) by 53%. Structural equation model fit was verified. While writing process, avoidance and writing pleasure latent variables explain 11% of consubstantiated extrinsic motivation, this rate increased to 45% when writing motivation was added to the equality. Although writing process, avoidance and writing pleasure variables explained 39% of the unmotivation and 32% of the extrinsic motivation reflected internal, it was observed that the regression coefficient for the two equations increased to 70% with the addition of writing motivation as the predictive variable.

Anahtar Kelimeler

academic motivation, intrinsic and extrinsic motivation, writing education, writing anxiety, writing motivation

Öğrencilerin Yazma Kaygıları, Yazma Motivasyonları ve Akademik Motivasyonlarına İlişkin Bir Yapısal Eşitlik Modeli

Öz

Yazma kaygısı, yazma sürecinde çeşitli sorunlara yol açmakta, kişinin metin üretimini zorlaştırmakta ve yazma eylemini engelleyebilmektedir. Yazma motivasyonu, yazma sürecini olumlu yönde etkileyerek yazma becerisini desteklemektedir. Bu araştırmanın amacı, öğrencilerin yazma kaygıları, yazma motivasyonları ve akademik motivasyonları arasındaki ilişkileri belirlemektir. Araştırma nicel yöntemde korelasyonel model ile gerçekleştirilmiştir. Bu araştırmanın evrenini 2018-2019 eğitim-öğretim yılında Elazığ il merkezinde bulunan 577'si kız (%55,64) ve 460'ı erkek (%44,36) olmak üzere 1037 ortaokul öğrencisi, örneklemini oluşturmaktadır. Korelasyon testi, hiyerarşik regresyon analizi sonucunda, öğrencilerin yazma kaygısının yazma motivasyonunu (r=-.65/güçlü) ve akademik motivasyonlarını (r=-.37/orta) %53 oranında anlamlı olarak yordadığı belirlenmiştir. . Yapısal eşitlik modeli test edilmiş ve model uyumu doğrulanmıştır. Yazma süreci, kaçınma ve yazma zevki gizil değişkenleri dışsal motivasyonun %11'ini açıklarken, eşitliğe yazma motivasyonu eklendiğinde bu oran %45'e çıkmaktadır. Yazma süreci, kaçınma ve yazma keyfi değişkenleri içsel motivasyonsuzluğun %39'unu ve içsel olarak yansıtılan dışsal motivasyonun %32'sini açıklasa da, yordayıcı değişken olarak yazma motivasyonunun eklenmesiyle iki denklem için regresyon katsayısının %70'e yükseldiği görülmüştür.

Anahtar Kelimeler

akademik motivasyon, içsel ve dışsal motivasyon, yazma eğitimi, yazma kaygısı, yazma motivasyonu

Kaynakça

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