Abstract
Writing Autonomy Levels of Middle School 7th Grade Students and Analysıs of These Levels in Terms of Various Variables
In the process of acquisition of writing skills, writing autonomy is the self-learning
responsibility of the student and the student’s ability to conduct self-learning in this context. The aim of the present study was to determine the writing autonomy levels of
the middle school 7th grade students and the differences between these levels based
on various variables. The study group included 527 seventh grade students attending
secondary schools in Efeler district in Aydın province, Turkey during the 2018-2019
academic year. The study was conducted with the general survey model. The study data
were collected with the “Writing Autonomy Scale”. The study findings demonstrated
that the general average writing autonomy score of the students was 46.059 ± 9,370
(Min = 22; Max = 66). While there were no significant differences between the writing
autonomy scores of the students based on parental education level and attending preschool
education; however, there were significant differences based on the number of
books read the previous year, final Turkish course grade and gender variables.
Keywords
Writing Autonomy, Writing Skills, Middle School, 7th grade, Writing Education.
