The Effect of Authorship and Writing Skills Course on Secondary School Students' Writing Attitudes and Writing Self-Efficacy
The Effect of Authorship and Writing Skills Course on Secondary School Students' Writing Attitudes and Writing Self-Efficacy

Summary/Abstract: This study focuses on the effect of the Authorship and Writing Skills course (elective) on middle school students' attitudes towards writing and writing self-efficacy. Case study, a quantitative research method, was employed. The sample of the study consisted of 75 (45 female, 30 male) sixth and eighth graders studying in a state school. “Writing Attitude Scale For Middle School Students” (WASMSS) developed by Can and Topçuoğlu Ünal (2017) and “Writing Self-Efficacy Scale” (WSS) adapted by Demir (2014) were used to collect data. The scales were administered to the students twice, at the beginning of the semester (i.e. pre-test) and at the end (i.e. post-test). Simple binary correlation test and independent samples t-test were employed in data analysis. There was a positive, moderate-level and significant relationship between the students' attitudes towards writing and their writing self-efficacy perceptions both before and after taking the course. The students' pre-test and post-test scores in both scales did not show a significant difference based on gender and grade levels.

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