The Relationship between Writing Skills, Writing Self-Efficiacy, and Writing Motivation of Gifted Students Enrolled in Science and Art Centers (SACs)

Year 2024, Volume: 11 Issue: 3, 334 - 347, 31.08.2024

Ergün Yurtbakan , Abdülkadir Bektaş

https://doi.org/10.30900/kafkasegt.1397418

Abstract

The aim of this study is to examine the relationship between the writing skills of gifted secondary school students and their writing self-efficacy and motivation. This quantitative research was designed according to the correlational survey method. The research group consists of 81 7th-8th grade students attending at SACs in Trabzon. Data for the study were collected using the "Writing Self-Efficacy Scale," "Writing Motivation Scale," "Narrative Writing Assessment Form," and "Informative Text Writing Assessment Form." SPSS 21.0 software package was used for data analysis. At the end of the study carried out to determine the relationship between writing self-efficacy, motivation, and skills of gifted students, it was found that class, parental education, and family income variables did not create statistically significant differences in the writing self-efficacy, motivation, and skills (narrative and informative texts) of gifted students. However, the gender variable showed a statistically significant difference in favor of girls only in informative text writing skills. Furthermore, a relationship was identified between the writing self-efficacy and motivation of gifted students, but no relationship was found between their writing self-efficacy and skills. Additionally, although there was a relationship between the narrative text writing skills and informative text writing skills of gifted students, no relationship was observed between their writing skills and writing self-efficacy or motivation.

Keywords

writing, writing motivation, writing self-efficiacy, gifted student

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