The Relationship between Academic Risk-Taking Behaviours and Writing Concerns of Middle School Students

Autor/inn/en	Atalay, Elif; Ekinci Celikpazu, Esra
Titel	The Relationship between Academic Risk-Taking Behaviours and Writing Concerns of Middle School Students
Quelle	In: Educational Policy Analysis and Strategic Research, 17 (2022) 3, S.8-36 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Atalay, Elif) ORCID (Ekinci Celikpazu, Esra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4270
Schlagwörter	Risk; Student Behavior; Anxiety; Writing (Composition); Middle School Students; Foreign Countries; Individual Differences; Writing Achievement; Writing Skills; Reading Habits; Public Schools; Private Schools; Writing Processes; Turkey + Suchen Sie Ihr Suchwort? Risiko; Student behaviour; Schülerverhalten; Angst; Schreibübung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Individueller Unterschied; Writing skill; Schreibfertigkeit; Reading habit; Lesegewohnheit; Public school; Öffentliche Schule; Private school; Privatschule; Türkei
Abstract	In this study, it was aimed to examine the relationship between middle school students' academic risk-taking behaviours and writing anxiety. This relational survey type research was carried out in the 2020-2021 academic year. The sample of the study consists of 493 middle school students in a city in Turkey. The data of the study were obtained from the "Academic Risk-Taking Scale" and the "Writing Anxiety Scale". Correlation Analysis tests were used in the analysis of the data. As a result of the research, it was found that there is a moderately significant negative correlation between the academic risk-taking behaviours of middle school students and their writing anxiety. While there was no significant difference in the academic risk-taking behaviours of the students in terms of school type, grade level, number of pages in reading books and academic achievement scores in the mother tongue course, a significant difference was found in terms of the variables determined in writing anxiety. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01