Writing anxiety in science classes: A study based on the views of middle school students

This study investigates middle school students' levels of writing anxiety in science classes and explores both individual and environmental factors contributing to this anxiety. Conducted during the 2024–2025 academic year at a public middle school in Sincan, Ankara, the research adopted a mixed-method approach combining quantitative and qualitative data. Quantitative data were collected from 1,290 students using the "Writing Anxiety Scale for Middle School Students" developed by Karakuş-Tayşi and Taşkın (2018), and analyzed through t-tests and one-way ANOVA. The results indicated significant differences in writing anxiety based on gender, academic performance, reading and writing habits, parental education, project participation, and diary-keeping practices.Qualitative data were gathered via semi-structured interviews with 24 students who represented varying levels of writing anxiety. Thematic analysis was conducted, and results were visualized using heat maps to display the distribution of themes and subcodes according to students' anxiety levels. These findings revealed students' self-perceptions of writing competence, emotional responses during writing tasks, and the challenges they faced, highlighting the multifaceted nature of writing anxiety.The results emphasize the importance of designing science writing activities that support students' cognitive and emotional development while minimizing anxiety. This study offers meaningful insights for structuring writing-based pedagogical practices and enhancing the role of writing in science education. Key Words: Writing Anxiety, Science Course, Middle School Students, Writing Activities, Anxiety