The relation between students' writing anxiety with writing disposition

Writing is a language skill that ensures transferring and stabilization of permanency of ideas under certain rules within a plan. Aiming to attain a permanent product at the end of writing process requires using high level conscious processed intensely with the effort of beinfg effective whenever it is read. This difficulty of writing skill triggers writing anxiety which is a stress reaction to writing and causesthe negative response of writing disposition which is a writing skill's utilisation rate within writing interest and will. The aim of this study is determine the reletion between writing disposition and writing anxiety level of secondary school students. In this study, which is carried out in a nested mixed pattern, qualitative type phenomenological model is used with the quantitative type relational survey model. Quantitative dimension of this resarch is carried out in 12 government secondary school which are selected with the stratified sampling consideringly school type from 5 education region in the city centre of Elazığ and with observing the purposive sampling method for the socioeconomic differences. The resarch is performed with 5th, 6th,7 th and 8th grade students who are determined with cluster sampling method studying in a branch from each level in 2017-2018 education term. Datum are garhered using Writing Anxiety Scale which has been developed by the researchers and the VI Writing Disposition Scale which has been developed by Piazza and Siebert (2008) and adopted to Turkish by Işeri and Unal (2010). Participants' gender, grade socioeconomic level, parent's education level, father's job, mother's working condition, whether they have studied in a kindergarden or not and its duration, regular exercise habit of participants and exercise type, regular sleeping habits and daily sleep duration regular eating habits, attitude of parents toward lessons, the number of siblings, whether they interested in a hobby or not, hobby types, having a daily reading, having and daily reading duration, which environment they play more in duration of playing in a real environment they play more in, duration of playing in a real environment, duration of playing in vitural platform, monthly income of family are used as a factor while the datum are analysed. The Analysis are conducted by the help pf the programs SPSS and LISREL and the findings are interpreted by benefiting from field literatuce. During the development period of Writing Anxiety Scale by the aim of supporting quantitive data and making use of it, the teachers of Turkish who are working in Elazığ city centre in 2017-2018 educational term are interviewed qualitatively. Semi-structured interview form which is developed by the reachers in order to collect data is used. In the Analysis of datum NVIVO program is made use of and descriptive analysis method is used and the findings are interpreted to field literatüre. As a result meaningful relations are found between the secondary school students' writing anxiety and their writing disposition and it is determinined that their writing anxiety predicts their etiting disposition in a meaningful rate Interview datum supports this. So, as a result of the performed comparative test's can't establish meaningful differences according to secondary school students' father job, monthly income, socioeconomic level, the duraction of kindergarden education but establish meaningful differences of students writing anxiety and writing disposition according to other factors. Key Words: First Language Education, Turkish Education, Writing Ability, Writing Disposition, Writing Education, Writing Anxiey.