Research article | Open Access
TAY Journal 2025, Vol. 9(2) 267-291
The Examination of the Relationship Between Primary School Students’ Story Writing Skills and Writing Attitudes
pp. 267 - 291 | DOI: https://doi.org/10.29329/tayjournal.2025.1290.03
Publish Date: July 31, 2025 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
It is believed that story writing, an important skill that enables children to express their feelings, thoughts, and imagination, may be related to students' attitudes toward writing. The aim of this study is to examine the relationship between writing attitudes and story writing skills of primary school students. The research, in which the relational survey model was used, was conducted in Keçiören district of Ankara. In study, which involved 379 elementary school students in the fourth grade, “Student Personal Information Form, Writing Attitude Scale, Free Story Writing Form, Story Completion Form, Story Writing with Story Map Form and Story Writing Evaluation Rubric” were used as data collection tools. Independent groups t-test, one-way analysis of variance test [ANOVA], Kruskal-Wallis H test, Pearson correlation analysis were applied to the data obtained. As a result of the study, it was determined that fourth grade primary school students’ attitudes towards writing were positive, while their skills in free story writing, story completion and story writing with story map were weak. It was found that the students’ attitudes towards writing did not differ significantly according to gender, whereas the skills of free story writing, completing story and writing a story with a story map differed significantly in favour of female students. The study revealed a meaningful, positive, and low-level relationship between the writing attitudes of the participating students and their skills in free story writing, story completion, and writing a story with story map. Writing activities can be made enjoyable for students, thereby developing their attitude toward writing.
Keywords: Story writing, writing attitude, writing education
APA 7th edition
Yaldiz, I., & Kusdemir, Y. (2025). The Examination of the Relationship Between Primary School Students’ Story Writing Skills and Writing Attitudes. TAY Journal, 9(2), 267-291. https://doi.org/10.29329/tayjournal.2025.1290.03
Harvard
Yaldiz, I. and Kusdemir, Y. (2025). The Examination of the Relationship Between Primary School Students’ Story Writing Skills and Writing Attitudes. TAY Journal, 9(2), pp. 267-291.
Chicago 16th edition
Yaldiz, Ilyas and Yasemin Kusdemir (2025). "The Examination of the Relationship Between Primary School Students’ Story Writing Skills and Writing Attitudes". TAY Journal 9 (2):267-291. https://doi.org/10.29329/tayjournal.2025.1290.03
Ağın Haykır, H. (2012). İlköğretim 6, 7 ve 8. sınıf öğrencilerinin okuduğunu anlama becerisi ile yazılı anlatım becerisi arasındaki ilişki [The relationship between the skills of reading comprehension and writing of the 6th, 7th and the 8th grade students]. (Publication No. 313264) [Master thesis, Kırşehir Ahi Evran University]. National Thesis Center.
Aktaş, Ş., & Gündüz, O. (2005). Yazılı ve sözlü anlatım: Kompozisyon sanatı [Written and oral expression: The art of composition]. Akçağ.
Akyol, H. (2006). Türkçe öğretim yöntemleri [Turkish teaching methods]. Kök.
Akyol, H. (2014). Programa uygun Türkçe öğretim yöntemleri [Turkish teaching methods suitable for the programme]. Pegem.
Arı, G. (2010). Evaluation of the narrative texts of sixth and seventh grades students. Journal of Turkology Research, (27), 43-75.
Arıkan, R. (2007). Araştırma teknikleri ve rapor hazırlama [Research techniques and report preparation]. Asil.
Aytaş, G. (2006). Edebi türlerden yararlanma [Utilization from literary genres]. Millî Eğitim, 34(169), 261-276.
Babacan, M. (2007). Yazılı ve sözlü anlatım [Written and oral expression]. 3F.
Bozkurt, Ü. (2005). Hikâye haritası yönteminin okuduğunu anlama düzeyine etkisi [Effects of story mapping on the level of reading comrehension]. (Publication No. 188062) [Master thesis, Abant İzzet Baysal University]. National Thesis Center.
Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25-37. https://doi.org/10.1207/S15326985EP3501_4
Bulut, F. G. (2018). İlkokul 4. sınıf öğrencilerinin hikâye yazma becerileri ile problem kurma becerileri arasındaki ilişkinin incelenmesi [Examination of the relationship between story writing skills and problem posing skills of the 4th grade primary school students]. (Publication No. 534778) [Master thesis, Kastamonu University]. National Thesis Center.
Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem.
Can, B. (2016). Öz düzenlemeli strateji geliştirmeye dayalı öğretim modelinin hikâye yazma becerilerini geliştirmeye etkisi [The effect of education model based on self-regulated strategy development on improving story writing skills]. (Publication No. 429528) [Doctoral dissertation, Gazi University]. National Thesis Center.
Cohen, J., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
Çelik, M. E. (2012). İlköğretim sekizinci sınıf öğrencilerinin yazılı anlatım becerilerinin farklı değişkenler açısından değerlendirilmesi [An evaluation of the eighth grade students’ writing skills on different variables]. Journal of Turkology Research, (32), 13-31.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2021). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications] (6th ed.). Pegem.
Eminoğlu, N. (2019). İlkokul öğrencilerinin okuma ve yazma tutumlarındaki değişimin incelenmesi [Investigation of change in reading and writing attitudes of primary school students]. (Publication No. 564264) [Master thesis, Gaziantep University]. National Thesis Center.
Golestani, R. A., & Nourabadi, S. (2019). Explanation of what and how does “Norouz Holiday and story design” effect on the creativity of elementary students in Iranian educational system. Amazonia Investiga, 8(24), 231-238.
Göçer, A. (2016). Yazma eğitimi [Writing training]. Pegem.
Graham, S., Berninger, V., & Fan, W. (2007). The structural relationship between writing attitude and writing achievement in first and third grade students. Contemporary Educational Psychology, 32(3), 516-536. https://doi.org/10.1016/j.cedpsych.2007.01.002
Grenner, E., Johansson, V., van de Weijer, J., & Sahlén, B. (2021). Effects of intervention on self-efficacy and text quality in elementary school students’ narrative writing. Logopedics Phoniatrics Vocology, 46(1), 1-10. https://doi.org/10.1080/14015439.2019.1709539
İpek Eğilmez, N., & Berber, Z. T. (2017). Beşinci sınıf öğrencilerinin hikâye yazma becerileri [Story writing skills of secondary school fifth grade students]. Journal of Mother Tongue Education, 5(2), 164-187. https://doi.org/10.16916/aded.287993
Kakuş, S., & Kasa Ayten, B. (2025). İlkokul 4. sınıf öğrencilerinin yazma kaygısı ve yazmaya yönelik tutumlarının incelenmesi [Investigation of writing anxiety and attitudes among 4th graders in primary school]. Journal of Mother Tongue Education, 13(1), 66-87. https://doi.org/10.16916/aded.1569890
Kaya, B. (2016). Üstbilişsel beceri odaklı yazma süreçlerinin dördüncü sınıf öğrencilerinin hikâye yazma becerisine etkisi [The effect of process-based writing focused on metacognitive skills-oriented to fourth grade students’ narrative writing skill]. (Publication No. 419389) [Master thesis, Gazi University]. National Thesis Center.
Kolcu, H. (2010). Turkish language. Umuttepe.
Kurmanali, A., & Chakyroglu, M. A. (2021, June 18-19). Türkçe derslerinde öğrencilerin yazma becerisini geliştirmede iletişimsel etkinliklerin önemi [The importance of communicative activities in developing students’ writing skills in Turkish lessons]. [Full Text]. 12th Eurasian Conference on Language & Social Sciences, Ural Federal University, Ekaterinburg, Russia.
Kuruyer, H. G. (2010). İkili kodlama kuramı destekli hikâye haritası öğretiminin hikâye analizine ve yazımına etkisi [The effects of story map teaching based on dual coding theory on story analysis and writing]. (Publication No. 278083) [Master thesis, Gazi University]. National Thesis Center.
Liman, S. S. (2023). Görsellerle desteklenmiş sürece dayalı hikâye yazma yaklaşımının hikâye yazma kaygı ve becerisine etkisi [The effects of process-based story writing approach supported with visuals on story writing anxiety and skills]. (Publication No. 836460) [Master thesis, Sinop University]. National Thesis Center.
Mazeh, N., & Moukarzel, D. (2018). Relationship between writing self-efficacy and writing attitude in Lebanese elementary schools. Journal of Education and Practice, 9(24), 103-108.
McKillup, S. (2012). Statistics explained: An introductory guide for life scientists. Cambridge University.
Özkan, Ö. (2016). İlkokul dördüncü sınıf öğrencilerinin öykü yazma becerilerinin geliştirilmesi [Improving story writing skills of primary school fourth grade students]. (Publication No. 446335) [Master thesis, Adnan Menderes University]. National Thesis Center.
Pratiwi, C. P., & Rohmanurmeta, F. M. (2018). Analysis of short story writing skill by using interactive multimedia based on the religious character of students primary school grade 6. Studi Kependidikan dan Keislaman, 8(2), 90-98. https://doi.org/10.24269/muaddib.v8i2.1420
Sever, S. (2013). Çocuk edebiyatı ve okuma kültürü [Children’s literature and reading culture]. Tudem.
Skar, G. B., Lei, P. W., Graham, S., Aasen, A. J., Johansen, M. B., & Kvistad, A. H. (2022). Handwriting fluency and the quality of primary grade students’ writing. Reading and Writing, 35, 509-538. https://doi.org/10.1007/s11145-021-10185-y
Speaker, K. M., Taylor, D., & Kamen, R. (2004). Storytelling: Enhancing language acquisition in young children. Education, 125(1), 3-14.
Susar Kırmızı, F., & Beydemir, A. (2012). İlköğretim 5. sınıf Türkçe dersinde yaratıcı yazma yaklaşımının yazmaya yönelik tutumlara etkisi [Effect of attitudes for writing of creative writing approach in Turkish course of primary fifth grades]. Ahi Evran University Journal of Kırşehir Education Faculty, 13(3), 319-337.
Tabachnick, B. G.i & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
Takımcıgil Özcan, S. (2014). İlkokul 4. sınıf öğrencilerinin yazma motivasyonları ile hikâye yazma becerilerinin değerlendirilmesi [Evaluation of writing motivati̇ons and story writing skills in elementary fourth grade students]. (Publication No.363453) [Master thesis, Sakarya University]. National Thesis Center.
Tekin, H. (2000). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education]. Yargı.
Tompkins, G. E. (1982). Seven reasons why children should write stories. Language Arts, 59(7), 718-721. https://doi.org/10.58680/la198226476
Türkyılmaz, M. B. (2021). Etkinlik temelli yaratıcı yazma çalışmalarının yedinci sınıf öğrencilerinin öykü yazma becerileri, yazma tutumları, öz düzenleme stratejileri ve motivasyonel inançlarına etkisi [The effects of creative writing activities on the writing story skills, writing attitudes, self-regulation strategies and motivational beliefs of 7th grade students]. (Publication No. 670953) [Master thesis, Hatay Mustafa Kemal University]. National Thesis Center.
Uysal, H. (2018). İlkokul 4. sınıf öğrencilerinin zihin haritası yöntemi ile hikâye yazma becerilerinin geliştirilmesi [Improving 4th grade students’ story-writing skills with mind map technique]. (Publication No.491052) [Master thesis, Muğla Sıtkı Koçman University]. National Thesis Center.
Wulan Anggraeni, S., Sunendar, D., & Cahyani, I. (2024). Exploration of students’ difficulties and teachers’ solutions in narrative writing learning in elementary schools. Jurnal Ilmiah Sekolah Dasar, 8(4), 761-771. https://doi.org/10.23887/jisd.v8i4.54698
Yarar, H. (2024). İlkokul dördüncü sınıf öğrencilerinin hikâye yazma süreçlerinin betimlenmesi [Describing the story writing processes of fourth grade primary school students]. (Publication No. 909339) [Master thesis, Gazi University]. National Thesis Center.
Yasul, A. F. (2014). İlkokul 4. sınıf öğrencilerinin öyküleyici metin yazma becerilerinin değerlendirilmesi (Muş ili merkez ilçesi örneği) [The evaluation of narrative text writing skills of 4th grade primary school students (The example of Muş province)]. (Publication No. 368555) [Master thesis, İnönü University]. National Thesis Center.
Yıldız, E. (2021). İşbirlikli hikâye ve çizgi roman yazma çalışmalarının öğretmen adaylarının akademik başarılarına etkilerinin karşılaştırılması [Comparison of the effects of cooperative story and comic book writing on the academic achievement of prospective teachers]. Ahi Evran University Journal of Social Sciences Institute, 7(1), 32-49. https://doi.org/10.31592/aeusbed.689518
Yurtbakan, E. (2023). İlkokul öğrencilerinin hikâye yazma becerileri ile yazmaya yönelik duyuşsal özellikleri arasındaki ilişki [The relationship between story-writing skills of primary school students and their affective characteristics regarding writing]. Journal of Mother Tongue Education, 11(4), 856-872. https://doi.org/10.16916/aded.1275615
