Developing a Writing Anxiety Scale and Examining Writing Anxiety Based on Various Variables

Autor/inn/en	Karakaya, Ismail; Ulper, Hakan
Titel	Developing a Writing Anxiety Scale and Examining Writing Anxiety Based on Various Variables
Quelle	In: Educational Sciences: Theory and Practice, 11 (2011) 2, S.703-707 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Elementary School Mathematics; Factor Analysis; Writing Apprehension; Anxiety; Correlation; Methods; Writing (Composition); Writing Skills; Writing Tests; Turkish; Preservice Teachers; Predictor Variables; Regression (Statistics); Personality Traits; Foreign Countries; Writing Processes; Reading Skills; Construct Validity; Evaluation; Turkey; Writing Apprehension Test + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Faktorenanalyse; Angst; Korrelation; Method; Methode; Schreibübung; Writing skill; Schreibfertigkeit; Writing test; Schreibtest; Türkisch; Prädiktor; Regression; Regressionsanalyse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Ausland; Reading skill; Lesefertigkeit; Evaluierung; Türkei
Abstract	There are two main aims of this research. The primary aim is to develop a reliable and valid anxiety scale to determine writing anxiety levels of prospective teachers. The secondary aim is to determine what variables explain anxiety levels of students to what extent, by determining whether writing anxiety levels of prospective teachers significantly varied in terms of various variables. The study consisted of 202 junior students from Departments of Classroom Teaching, Elementary School Mathematics Teaching and Turkish Language Teaching at a Turkish university in the spring term of 2008-2009 academic year. The data were collected using Writing Anxiety Scale which was developed by the authors to measure writing anxiety levels of students and personal forms to describe personal traits of the students. The data were analyzed by SPSS 13.00 and LISREL 8.70 package programs. As a result of the exploratory factor analysis, it was found out that there was a single dimension. Besides, 49% of the total variance in the 35-item-scale was measuring was explained by the scale items. Confirmatory factor analysis was used to confirm the construct obtained by exploratory factor analysis. There were not statistically significant correlations between writing anxiety levels of university students and gender and educational background of parents. As a result of stepwise regression analysis, used to determine the predictive variables of writing anxiety levels in terms of personal traits, it was seen that out-of-school writing practice, in-class writing activities by 1-8 grade teachers, amount of time spent watching television, and gender were significant predictive variables and those variables explained only 9.5% of writing anxiety. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10