Abstract:
This study analyzed whether secondary-school students' continuous and stationary anxieties predict their anxiety about writing and their attitudes about courses in Turkish. The research participants consisted of 281 students in Sakarya Province, 58% male and 42% female. The personal descriptive survey model was used for the research. As data collection tools, the Scale of Writing Anxiety, the Continuous-Stationary Anxiety Inventory, and the Attitude Scale for Turkish Courses were used. The multiple regression method determined positive correlation between writing anxiety, and stationary and continuous anxieties. When students' writing anxiety increased, their stationary and continuous anxieties also increased. In contrast, a negative correlation was determined between writing anxiety and attitudes about Turkish courses. Furthermore, as students' writing anxiety increased, their attitudes about Turkish courses changed negatively. The research findings were discussed within the scope of writing in related fields, and suggestions to decrease students' writing anxiety were made. Finally, suggestions to prevent students' writing anxiety from negatively affecting their attitudes about Turkish courses were also included.
