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

Yıl 2024, Cilt: 14 Sayı: 1, 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

• Akbarov, A., & Aydoğan, H. (2018). The relationships between writing anxiety, motivation for English learning and self-reported English skills. Journal of Linguistic Intercultural Education, 11(1), 7-21.
• Akyol, H., & Aktaş, N. (2018). The relationship between fourth-grade primary school students' story-writing skills and their motivation to write. Universal Journal of Educational Research, 6(12), 2772-2779. https://doi.org/10.13189/ujer.2018.061211
• Alico, C. J. (2016). Writing anxiety and language learning motivation: Examining causes, indicators, and relationship. Communication and Linguistics Studies, 2(1), 6-12. https://doi.org/10.11648/j.cls.20160201.12
• Ames, C. A. (1990). Motivation: What teachers need to know. Teachers college record, 91(3), 409-421.
• Amrai, K., Motlagh, S. E., Zalani, H. A., & Parhon, H. (2011). The relationship between academic motivation and academic achievement students. Procedia-Social and Behavioral Sciences, 15, 399-402.
• Aston, J. A. (1994). Collaborative planning and the classroom context: tracking, banking, and transformations. Making thinking visible: writing, collaborative planning and classroom inquiry. L. Flower, D. L. Wallance, L. Norris & R. E. Burnett (Ed.). National Council of Teachers of English.
• Boscolo, P., Favero L. D., & Borghetto, M. (2006). Writing on an interesting topic: Does writing foster interest. Writing and motivation. 73-91. S. Hidi, & P. Boscolo (Ed.). Elsevier.
• Bozgün, K., & Akın Kösterelioğlu, M. (2022). İlkokul Dördüncü Sınıf Öğrencilerinin Yazma Motivasyonu. [Writing Motivation of Primary School Fourth Grade Students]. Journal of Mother Tongue Education/Ana Dili Egitim Dergisi, 10(1), 119-135.
• Brouwer, K. L. (2010). Writing motivation of students with specific language impairments (Order No.3411993). Unpublished doctoral dissertation. The Graduate College at the University of Nebraska, Nebraska. Retrieved from: https://search.proquest.com/docview/734722501?accountid=15927
• Siska, S., Syahid, A., & Miftah, M. Z. (2021, December). The correlations among writing motivation, anxiety and proficiency. In Proceedings of International Conference on English Language Teaching (INACELT) (Vol. 5, No. 1, pp. 139-151).
• Burning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25-37. https://doi.org/10.1207/S15326985EP3501_4
• Büyüköztürk, S., Çakmak, E. K., Akgün, O. E. Karadeniz, S., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. [Scientific research methods]. Pegem Akademi.
• Çakır, İ. (2010). Yazma becerisinin kazanılması yabancı dil öğretiminde neden zordur? [Why ıs wrıtıng skıll dıffıcult to gaın ın foreıgn language teachıng?] Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(28), 1-12.
• Cao, G. (2022). Toward the favorable consequences of academic motivation and L2 enjoyment for students' willingness to communicate in the second language (L2WTC). Frontiers in Psychology, 13, 997566.
• Can, A. (2016). SPSS ile bilimsel arastirma surecinde nicel veri analizi. [Quantitative data analysis in scientific research process with SPSS]. Pegem Akademi.
• Canıtezer, A. (2014). 8. sınıf öğrencilerinin yazma motivasyonları ile yazılı anlatım beceri düzeyleri üzerine bir araştırma. [The writing motivations of eight grade students and their levels of success in writing]. Unpublished doctoral dissertation. Necmettin Erbakan University. Institute of Education Sciences, Konya.
• Cheung, Y. L. (2018). The effects of writing instructors' motivational strategies on student motivation. Australian Journal of Teacher Education (Online), 43(3), 55. DOI 10.14221/ajte.2018v43n3.4
• Christensen, L. B., Johnson, B., & Turner, L. A. (2015). Araştırma yöntemleri: Desen ve analiz. Anı.
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. [Multivariate statistics for social sciences: SPSS and LISREL applications]. (2nd. Ed.). Pegem.
• Creswell, J. W. (2018). Research design: qualitative, quantitative, and mixed methods approaches. SAGE.
• Deniz, H. (2018). Öğrencilerin yazma kaygılarının yazma eğilimleriyle ilişkisi. [The relation between students' writing anxiety with writing disposition]. Unpublished master’s thesis. Firat University. Institute of Education Sciences, Elazig.
• Deniz, H., & Demir, S. (2019). Development of the Writing Anxiety Scale: reliability and validity study. International Journal of Turkish Literature Culture Education (TLCE). 8(2), https://doi.org/1034-1051. 10.7884/teke.4414
• Deniz, H., & Demir, S. (2020). Development of the Writing Motivation Scale: reliability and validity study. Cumhuriyet International Journal of Education, 6(3-4), 269–286. https://doi.org/10.30703/cije.640584
• Ersoy, E., & Çetin, D. (2023). Investigation of the Relationship between the Writing Autonomy and Writing Skill of Students Learning Turkish as a Foreign Language. Shanlax International Journal of Education, 11, 114-131. https://doi.org/10.34293/education.v11iS1-July.6117
• Eysenck, M. W., Derakshan. N., Santos. R., & Calvo. M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion. 7(2). 336-353. https://doi.org/10.1037/1528-3542.7.2.336
• Fathi, J., Rahimi, M., & Liu, G. Z. (2023). A preliminary study on flipping an English as a foreign language collaborative writing course with video clips: Its impact on writing skills and writing motivation. Journal of Computer Assisted Learning, 39(2), 659-675. https://doi.org/10.1111/jcal.12772
• Fidan, M., & Eren, A. (2017). Relationships between the profiles of middle school students’ attitudes towards Turkish course and motivations for education. Hacettepe University Journal of Education, 32(2), 480-493. https://doi.org/10.16986/HUJE.2017024892
• Fillmore, L. W. (1976). The second time around: Cognitive and social strategies in second language acquisition. Stanford University.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. McGraw-Hill Humanities/Social Sciences/Languages.
• Freud, S. (2019). İcguduler ve baskilama. [Instincts and their vicissitudes (1915)]. (D. Öztürk Trans.). Tutku.
• Garcia, J. N., & de Caso, A. M. (2004). Effects of a motivational intervention for improving the writing of children with learning disabilities. Learning Disability Quarterly, 27(3), 141-159. https://doi.org/10.2307/1593665
• Gömleksiz, M. N., & Serhatlıoğlu, B. (2014). Prospective teachers’ perceptions of academic motivation levels. The Journal of Turkish Social Research, 17(3), 99-128.
• Gottfried, A. E. (1982). Relationships between academic intrinsic motivation and anxiety in children and young adolescents. Journal of School Psychology, 20(3), 205-215. https://doi.org/10.1016/0022-4405(82)90050-4
• Graham, S., Daley, S. G., Aitken, A. A., Harris, K. R., & Robinson, K. H. (2018). Do writing motivational beliefs predict middle school students' writing performance? Journal of Research in Reading, 41(4), 642-656. DOI:10.1111/1467- 9817.12245
• Heydarnejad, T., Tagavipour, F., Patra, I., & Farid Khafaga, A. (2022). The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy. Language Testing in Asia, 12(1), 1-21.
• Iran-Nejad, A., Watts, J. B., Venugopalan, G., & Xu, Y. (2007). The wholetheme window of dynamic motivation in writing to learn critical thinking: a multiple—source perspective. Writing and motivation. 31-50. S. Hidi & P. Boscolo (Ed.). Elsevier.
• Jung, C. G. (2016). Analitik psikoloji Sözlüğü. (N. Nirven Trans.). Pinhan Yayıncılık.
• Karagöz, Y. (2017). SPSS ve AMOS uygulamalı nitel-nicel-karma bilimsel araştırma yöntemleri ve yayın etiği. [SPSS and AMOS applied qualitative-quantitative-mixed scientific research methods and publication ethics]. Nobel.
• Latif, M. M. A. (2019). Unresolved issues in defining and assessing writing motivational constructs: A review of conceptualization and measurement perspectives. Assessing Writing, 42. https://doi.org/0.1016/j.asw.2019.100417
• Liao, M. T., & Wong, C. T. (2010). Effects of dialogue journals on L2 students’ writing fluency, reflections, anxiety, and motivation. Reflections on English Language Teaching, 9(2), 139-170.
• Ling, G., Elliot, N., Burstein, J. C., McCaffrey, D. F., MacArthur, C. A., & Holtzman, S. (2021). Writing motivation: A validation study of self-judgment and performance. Assessing Writing, 48, 100509. https://doi.org/10.1016/j.asw.2020.100509
• Magnifico, A. M. (2013). “Well, I have to write that:” a cross-case qualitative analysis of young writers’ motivations to write. International Journal of Educational Psychology, 2(1), 19-55. https://doi.org/10.4471/ijep.2013.17
• Martinez, C. T., Kock, N., & Cass, J. (2011). Pain and pleasure in short essay writing: Factors predicting university students' writing anxiety and writing self‐efficacy. Journal of Adolescent & Adult Literacy, 54(5), 351-360. https://doi.org/10.1598/JAAL.54.5.5
• Maslow, A. H. (1943). A theory of human motivation. Psychological review, 50(4), 370.
• Murray, H. A. (1960). Historical trends in personality research. Perspectives in Personality Research, 3-39. Springer Science+ Business Media.
• Ngeow, K. Y. (2007). “If I don't do, I lose”: A grounded theory study of Chinese adult learners' writing motivation (Order No.3243794). Unpublished doctoral dissertation. Indiana University, School of Education, Bloomington. Retrieved from: https://search.proquest.com/docview/304855257?accountid=15927
• Ormrod, J. E. (2006). Essentials of educational psychology. Pearson.
• Özsoy, S., & Özsoy, G. (2013). Effect size reporting in educational research. Elementary Education Online, 12(2), 334-346.
• Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139-158. https://doi.org/10.1080/10573560308222
• Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary educational psychology, 26(3), 366-381. https://doi.org/10.1006/ceps.2000.1069
• Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 42(1), 104-120.
• Pajares, F., Valiante, G., & Cheong, Y. F. (2006). Writing self-efficacy and its relation to gender, writing motivation and writing competence: a developmental perspective. Writing and motivation, 141-162. S. Hidi, & P. Boscolo (Ed.). Elsevier
• Piniel, K., & Csizér, K. (2015). Changes in motivation, anxiety and self-efficacy during the course of an academic writing seminar. Motivational Dynamics İn Language Learning, 81, 164-194.
• Rahimi, M., & Zhang, L. J. (2019). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing, 32(3), 761-786. https://doi.org/10.1007/s11145-018-9887-9
• Reeves, L. L. (1997). Minimizing writing apprehension in the learner-centered classroom. The English Journal, 86(6), 38-45.
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
• Sanders-Reio, J. (2010). Investigation of the relations between domain -specific beliefs about writing, writing self-efficacy, writing apprehension, and writing performance in undergraduates (Order No. 3409651). Unpublished doctoral dissertation. Faculty of the Graduate School of the University of Maryland, Maryland, Collage Park. Retrieved from: https://search.proquest.com/docview/722953669?accountid=15927
• Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The Impact of writing anxiety, writing achievement motivation, and writing self-efficacy on writing performance: A correlational study of Iraqi tertiary EFL Learners. SAGE open, 9(4), 2158244019894289.
• Selçuk, Z. (2010). Egitim psikolojisi. [Education psychology]. (18th Ed.). Nobel.
• Serinkan, C. (2010). Liderlik ve motivasyonda güncel konular. [Current issues in leadership and motivation.]. Liderlik ve motivasyon: geleneksel ve güncel yaklaşımlar, [Leadership and motivation: traditional and contemporary approaches]. 149-177. C. Serinkan (Ed.). Nobel.
• Seyis, S. (2011). Ortaöğretim öğrencilerinin motivasyonları ve duygusal zekâları ile akademik başarıları arasındaki ilişki. [Relationship between high school students’ motivation, emotional intelligence and academic achievement]. Unpublished master’s thesis. Karadeniz Technical University. Institute of Education Sciences, Trabzon.
• Soleimani, H., Hamasaid, H. H., & Saheb, B. M. (2020). L2 Writing Anxiety, Writing Self-efficacy and Writing Motivatio: as Correlates of Global L2 Writing Performance. Koya University Journal of Humanities and Social Sciences, 3(1), 156-165.
• Da Silva, D., McInerney, D. M., McInerney, V., & Dowson, M. (2006). Comparing EFL motivation and general academic motivation. In SELF Research Centre biennial international conference proceedings.
• Stober, J., & Esser. K. B. (2001). Test anxiety and metamemory: General preference for extrinsic over internal information storage. Personality and Individual Differences. 30(5). 775-781. https://doi.org/10.1016/S0191
• Tsao, J. J., Tseng, W. T., & Wang, C. (2017). The effects of writing anxiety and motivation on EFL college students’ self-evaluative judgments of corrective feedback. Psychological reports, 120(2), 219-241. https://doi.org/10.1177/0033294116687123
• Süğümlü, U., Mutlu, H. H., & Çinpolat, E. (2019). Relationship between writing motivation levels and writing skills among secondary school students. International Electronic Journal of Elementary Education, 11(5), 487-492. https://doi.org/10.26822/iejee.2019553345
• Tabachnick, G. B., & Fidell, L. S. (2013). Using multivariate statistics Boston: Pearson.
• Takımcıgil Özcan, S. (2014). İlkokul 4. sınıf öğrencilerinin yazma motivasyonları ile hikâye yazma becerilerinin degerlendirilmesi. [Evaluation of writing motivations and story writing skills in elementary fourth grade students]. Unpublished master’s thesis. Sakarya University. Institute of Education Sciences, Sakarya.
• Tobias, S., & Deutsch, T. (1980). Prior achievement. anxiety and instructional method. In 88th Annual Meeting of the American Psychological Association, 88, 1-23.
• Troia, G. A., Shankland, R. K., & Wolbers, K. A. (2012). Motivation Research in Writing: Theoretical and Empirical Considerations. Reading & Writing Quarterly, 28(1), 5–28. doi:10.1080/10573569.2012.632729
• Tunagür, M. (2021). The Effect of Peer Assessment Application on Writing Anxiety and Writing Motivation of 6th Grade Students. Shanlax International Journal of Education, 10(1), 96-105. https://doi.org/10.34293/education.v10i1.4352
• Wallace, D. L. (1994). Teaching collaborative planning: creating a social context for writing. L. Flower, D. L. Wallance, L. Norris & R. E. Burnett (Ed.). Making thinking visible: writing, collaborative planning and classroom inquiry, 48-66. National Council of Teachers of English.
• Wentzel, K. R. (1996). Introduction: New perspectives on motivation at school. J. Juvonen & K. R. Wentzel (Ed.). Social motivation: Understanding children’s school adjustment, 1-8. Cambridge University Press.
• Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109. https://doi.org/10.1016/j.compedu.2016.05.004
• Wiltse, E. M. (2000). The effects of motivation and anxiety on college students' use of instructor comments. Unpublished doctoral thesis. Department of Adult Learning and Technology and The Graduate School of The University of Wyoming, Laramie. Retrieved from https://search.proquest.com/docview/304641132?accountid=1592
• Wlodkowski, R.J. (1978). Motivation and teaching: A practical guide. National Education Association.
• Zerey, M. Ö., & Müjdeci, Ş. (2023). Interrelations Among Tertiary EFL Students’ Foreign Language Writing Motivation, Anxiety, and Achievement. The Reading Matrix: An International Online Journal, 23(1).