Examination of process-based writing practices prepared for children of disadvantaged regions according to various variables

The study aimed to determine the effect of process-based writing practices prepared for children studying in disadvantaged regions according to various variables. Among these variables; writing skill, self-efficacy, anxiety and attitude were analyzed. In this direction, the study was carried out in Çınartepe district, which is connected to Konak district of Izmir, in terms of the intensity of immigration and the presence of low income families in socioeconomic terms. The study group of the research consisted of a total of 40 7th grade students, as control and experimental groups. In the study, the Written Texts Graded Scoring Key (Ülper, 2008) to determine the writing skill, the Writing Anxiety Scale for Secondary Schools (Tayşi and Taşkın, 2018) to determine the writing anxiety, and the Writing Attitude Scale for Secondary School Students (Can and Ünal, 2017) and Writing Self-Efficacy Scale (Demir, 2014) were used to determine the level of writing self-efficacy. A statistical package program was used in the analysis of the data and the Associated Samples T Test, Unrelated Samples T Test, Wilcoxon Paired Pairs Analysis, and Mann Whitney U Test were used. As a result of the study, a significant difference was found in favor of the experimental group in terms of writing skills between the experimental group in which process-based writing activities were applied and the control group in which the writing activities in the current textbook were carried out. Process-based writing practices based on pre-test and post-test results; the experimental group students' affective dimensions such as self-efficacy, anxiety and attitude were statistically significant.