Examining High School Students’ Writing Self-efficacy Perceptions

Mehmet Volkan Demi̇rel, İbrahim Seçkin Aydin

Abstract


The aim of this study was to investigate whether high school students’ writing self-efficacy perceptions differ based on their gender, grade level, type of high school and the number of books they read annually. A total of 585 students (Females = 270; and Males = 315) studying in the ninth and tenth grade classes from high schools of different type participated in the study. The results showed that high school students’ self-efficacy perceptions differed based on their gender, grade level, school type and the number of book they read annually. This difference was observed in the writing stages of planning, drafting, revision and modification. Consequently, it was concluded that reading books positively affected individuals’ writing self-efficacy.

Keywords


Writing Skills, Self-efficacy, Turkish Language Education

Full Text:

PDF

References


Akkaya, N. & Özdemir, S. (2013). Ortaöğretim Öğrencilerinin Okumaya Yönelik Tutumlarının İncelenmesi (İzmir – Buca Örneği). Bartın Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 75-96.

Altunkaya, H. & Ateş, A. (2017). Yabancı Dil Olarak Türkçe Öğrenenlerin Yazma Özyeterlilikleri ile Yazılı Anlatım Becerileri Arasındaki İlişki. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19 (3), 86-103.

Altunkaya, H. & Topuzkanamış, E. (2018). The Effect of Using Facebook in Writing education on Writing Achievement, Attitude, Anxiety and Self-efficacy Perception. Universal Journal of Educational Research, 6(10), 2133-2142.

Arslan, A. (2018). Ortaokul öğrencilerinin yazma kaygıları ve akademik öz-yeterlik inançlarının çeşitli değişkenler açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 1286-1312.

Aydın, B.O. & Duğan, Ö. (2018). Halkla İlişkiler Lisans Öğrencilerinin Yazma Öz Yeterlilik Algılarının Belirlenmesi Üzerine Bir Çalışma. International Journal of Saocial and Education Research, 4(1), 150-164.

Aydın, İ.S., İnnalı, H.Ö., Batar, M. & Çakır, H. (2013). Öğretmen Adaylarının Yazılı Anlatım Öz Yeterliklerine Ilişkin Ölçek Geliştirme Çalışması. Turkish Studies, 8(8), 139-160.

Bağcı, H. (2007). Türkçe öğretmeni adaylarının yazılı anlatıma ve yazılı anlatım derslerine yönelik tutumlarının değerlendirilmesi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Bandura, A. (1982). Self –Efficacy Mechanism in Human Agency. American Psychologist, 37, 122-147.

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1993). Perceived Self – Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117-148.

Batar, M. & Aydın, İ.S. (2014). Türkçe Öğretmeni Adaylarının Yazılı Anlatım Öz Yeterlilik İnançlarının Değerlendirilmesi. International Journal of Language Academy, 2(4), 579-598.

Baş, G. & Şahin, C. (2012). İlköğretim 6. 7. ve 8. sınıf öğrencilerinin okuma tutumları ve yazma eğilimleri ile Türkçe dersindeki akademik başarıları arasındaki ilişki. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(3), 555-572.

Bulut, P. (2017). The Effect of primary School Students’ Writing attitudes and Writing Self-Efficacy Beliefs on Their Summary Writing Achievement. iejee, 10(2), 281-285.

Büyükikiz, K.K., Uyar, Y. & Balcı, A. (2013). A Writing Self-Efficacy Scale for Non-Native Students of Turkish Origin: A Validity and Reliability Study. International Online Journal of Educational Sciences, 5(2), 302-313.

Can, R.& Karadeniz, A. (2017). Ortaöğretim Öğrencilerinin Okuma Alışkanlıkları Üzerine Bir Araştırma (Kırşehir İli Örneği). The Journal of Academic Social Science, 5(55), 75-91.

Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve lisrel uygulamaları, Ankara: PegemA.

Eggleston, B.N. (2017). Relationship between Writing Self-Efficacy and Writing Fluency in a Performance Feedback Intervention. Master's Thesis, Syracuse University.

Ekici, G. (2008). Sınıf Yönetimi Dersinin Öğretmen Adaylarının Öğretmen Öz-Yeterlik Algı Düzeyine Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 98-110.

Erdil, M. (2017). Yabancı Öğrencilerin Türkçe Yazma Becerisine Karşı Öz Yeterlik Algıları. TURKOPHONE, 4(2), 87-101.

Flower, L. & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32, 365-387.

Graham, S. & Harris, K.R. (2009). Almost 30 Years of Writing Research: Making Sense of it all with The Wrath of Khan. Learning Disabilities Research & Practice, 24, 58–68.

Gündüz, O. & Şimşek, T. (2011). Anlatma Teknikleri 2: Uygulamalı Yazma Eğitimi El Kitabı, Ankara: Grafiker Yayınları.

Güneş, F. (2013). Türkçe Öğretimi Yaklaşımlar ve Modeller, Ankara: Pegem Akademi.

Hayes, J.R. & Flower, L.S. (1980). "Identifying the Organization of Writing Processes," in Cognitive Processes in Writing: An Interdisciplinary Approach. Gregg and Steinberg (Eds.), Hillsdale (pp. 3-30) N.J.: Lawrence Erlbaum Associates.

Hayes, J. R. (1996). A New Framework for Understanding Cognition and Affect in writing. In C. M. Levy & S. E. Ransdell (Eds.), The Science of Writing: Theories, Methods, İndividual differences, and Applications (pp.1-27). Mahwah: New Jersey: Lawrence Erlbaum Associates.

Hayes, J. R. (2012). Modeling and Remodeling Writing. Written Communication, 29(3), 369-388.

Hetthog, R. & Teo, A. (2013). Does writing self-efficacy correlate with and predict writing performance? International Journal of Applied Linguisticsve English Literature, 2(1), 157-167.

İşeri, K. & Ünal, E. (2012). Türkçe Öğretmen Adaylarının Yazma Kaygı Durumlarının Çeşitli Değişkenler Açısından Incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 67-76.

Kline, R.B. (2005). Principles and Practice of Structural Equation Modelling. New York: Guilford.

Korkut, E. & Akkoyunlu, B. (2008). Yabancı Dil Öğretmen Adaylarının Bilgi ve Bilgisayar Okuryazarlık Öz-Yeterlikleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 178- 188.

MacArthur, C.A., Philippakos, Z.A. & Graham, S. (2016). A Multicomponent Measure of Writing Motivation with Basic College Writers. Learning Disability Quarterly, 39(1) 31– 43.

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, 351-360.

Melanlıoğlu, D. & Demir Atalay, T. (2016). Türkçe Öğrenen Yabancılar Örneğinde Yansıtıcı Günlük Kullanma ve Yazma Öz Yeterliliği Arasındaki İlişki. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(35), 56-76.

Nicolaidou, I. (2016). Can process portfolios affect students’ writing self-efficacy? International Journal of Educational Research, 56, 10-22.

Özdemir, S.M. (2008). Sınıf Öğretmeni Adaylarının Öğretim Sürecine Ilişkin Öz-Yeterlik Inançlarının Çeşitli Değişkenler Açısından Incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 54, 277-306.

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. (2003). Motıvatıon, And Achıevement in Wrıtıng: A Revıew of the Lıterature. Reading & Writing Quarterly, 19, 139-158.

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, 366-381.

Pajares, F., Miller, M.D. & Johnson, M.J. (1999). Gender Differences in Writing Self- Beliefs of Elementary School Students. Journal of Educational Psychology, 91, 50-61.

Pajares, F. & Valiante, G. (1999). Grade Level and Gender Differences in the Writing Self- Beliefs of Middle School Students. Contemporary Educational Psychology, 24, 390-405.

Pajares, F. & Valiante, G. (1997). Influence of Writing Self-Efficacy Beliefs on the Writing Performance of Upper Elementary Students. Journal of Educational Research, 90, 353-360.

Pajares, F. & Johnson, M. J. (1996). Self- efficacy beliefs in the writing of high school students: A path analysis. Psychology in the Schools, 33, 163-175.

Pajares, F. & Johnson, M.J. (1994). Confidence and Competence in Writing: The Role of Writing Self-Efficacy, Outcome Expectancy, and Apprehension. Research in the Teaching of English, 28, 313-331.

Prat-Sala, M. & Redford, P. (2012). Writing essays: does self-efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students’ performance in essay writing. Educational Psychology, 32(1), 9–20.

Rankin, J.L., Bruning, R.H. & Timme, V.L. (1994). The Development of Beliefs about Spelling and Their Relationship to Spelling Performance. Appleid Cognitive Psychology, 8, 213-232.

Seçkin, A. & Başbay, M. (2013). Beden Eğitimi ve Spor Öğretmeni Adaylarının Öğretmenlik Mesleğine İlişkin Öz-Yeterlik İnançlarının İncelenmesi. Turkish Studies- International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(8), 253- 270.

Schunk, H.D. (2003). Self-Effıcacy for Readıng and Wrıtıng: Influence of Modelıng, Goal Settıng, and Self-Evaluatıon. Reading &Writing Quarterly, 19(2), 159-172.

Schunk, D.H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp.281-303). New York: Plenum Press.

Schunk, D.H. & Swartz, C.W. (1993). Goals and Progress Feedback: Effects on Self- Efficacy and Writing Achievement. Contemporary Educational Psychology, 18,337-354.

Shell, D.E., Murphy, C.C. & Brunning, R.H. (1995). Self-Efficacy, Attributions, and Outcome Expectancy Mechanisms in Reading and Writing Achievement: Grade-Level and Achievement-Level Differences. Journal of Educational Psychology, 87, 386-398.

Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.

Tabachnick, B.G. & Fidell, L.S. (2001). Using Multivariate Statistics (5th Ed.). USA: Pearson.

Ülper, H. & Bağcı, H. (2012). Türkçe Öğretmeni Adaylarının Öğretmenlik Mesleğine Dönük Öz Yeterlik Algıları. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(2), 1115-1131.

Van Waes, L., van Weijen, D. & Leijten, M. (2013). Learning to Write in an Online Writing Center: The effect of Learning Styles on the Writing Process. Computers & Education, 60-71.

Wachholz, P.B. & Etheridge, C.P. (1996). Writing Self-Efficacy Beliefs of High- And Low- Apprehensive Writers. Journal of Developmental Education, 19, 16-24.

Xu, Y.P. & Baek, H. (2011). A New Approach Toward Digital Storytelling: An Activity Focused on Writing Self Efficacy in a Virtual Learning Environment. Journal of Educational Technology ve Society, 14(4), 181-191.

Yılmaz, V. & Çelik, H.E. (2009). LISREL ile Yapısal Eşitlik Modellemesi -1. Ankara: PegemA.

Yılmaz, Y., Yiğit, R. & Kaşarcı, İ. (2012). İlköğretim Öğrencilerinin Özyeterlilik Düzeylerinin Akademik Başarı Ve Bazı Değişkenler Açısından İncelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(23), 371-388.

Zimmerman, B. & Bandura, A. (1994). Impact of Self- Regulatory Influences on Writing Course Attainment. American Education Research Journal, 31, 845-862.




DOI: https://doi.org/10.7575/aiac.ijels.v.7n.4p.106

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.