Analysis of the writing anxiety of primary school 4th grade students

In the writing process, all skills are activated, emotions and thoughts are listed and transferred to sentences. Writing has an important place in the language development, mental development and social development of the individual. Thanks to the writing skills developed at an early age, students can easily express themselves, provide learning, communicate and integrate with the society. The main goal in the writing education process is the positive attitude that the student will develop towards writing. Otherwise, a successful and sustainable written expression may leave its place to anxiety. In the study conducted for this purpose, it was carried out in general scanning model in order to determine and reveal the writing anxiety of primary school students. The sample of the study consists of 359 primary school students studying in the 4th grade of primary schools affiliated to the Ministry of National Education in Marmaris District in the 2020-2021 academic year. The "Writing Anxiety Scale for Primary School Students", which consists of 20 questions and three likert, developed by Katrancı ve Temel (2018), the personal information form that will form the variables, and three open-ended questions that can describe the writing anxiety of the students in the second part of the scale were used as data collection tools in the study. The quantitative data of the study was used by SPSS 22.0 statistical program and besides descriptive statistics, independent samples t-test and one-way analysis of variance (One Way ANOVA) were performed for variables. As a result of this study, it was found that primary school 4th grade students experienced a below average anxiety in "Writing Process", "Sharing", "Prejudice" and "Evaluation" sub-dimensions, and there was no significant difference between students' writing anxiety and gender and pre-school education variables, school type variable and students' writing anxiety differed significantly across the scale and in the "Sharing" sub-dimensions of the scale. Apart from this, it was found that the students were willing to do writing activities and share their writings with others, and they had positive feelings about writing.