İnvesti̇gati̇on of di̇gi̇tal story authorshi̇p accordi̇ng to vari̇ous vari̇ables

The story plays an important role in transferring people's feelings and thoughts from the past to the present. In the field of education, if we look at the place of the story, storytelling action is done by some students willingly and some students are reluctant. Today, with the increasing effect of technology in education, stories are created in digital environments, made story writing more enjoyable for students. The aim of this study is to investigate the effects of digital story writing on writing anxiety, writing self-efficacy and writing sensitivity of 6th grade students in secondary school. As a model of the study, pretest-posttest matched control group design was used. The study was applied on the 6th grade students in a school affiliated with the Uludere District National Education Directorate of Şırnak in the first semester of the 2018-2019 academic year. The study lasted eight weeks. Three different scales were used to collect data, including writing self-efficacy, writing anxiety, and writing sensitivity. These scales were applied as pretest and posttest design and the data were analyzed by using SPSS package program and the difference between pretest and posttest design. At the end of the study, a significant difference was observed between the pretest and posttest scores of all tests applied to the experimental group. In the control group, while there was a difference between the pretest and posttest scores of the writing anxiety and writing sensitivity tests, it was concluded that there was no difference between the pretest and posttest scores of the four sub-dimensions of writing self-efficacy and writing self-efficacy.