Please Cite As: Dolmaz, M., Metin, Ö. (2025). Sosyal bilgiler dersinde dile dayalı bir araştırma: bazı değişkenlerin 7. sınıf öğrencilerinin yazma motivasyonuna etkisi. Giresun Üniversitesi, Eğitim Fakültesi Dergisi, 2(2), 37-55.
Dr. Mustafa DOLMAZ & Dr. Öğr. Üyesi Özge METİN
Abstract
| The aim of this study is to examine the writing motivation of 7th grade students in the context of various variables. The research was conducted using the survey model, a quantitative research method. The study group consisted of 160 seventh-grade students studying in the province of Sivas. Data were collected using the Writing Motivation Scale developed by Deniz and Demir (2020) and an information form prepared by the researchers. The data were analyzed using one-way ANOVA and the Tukey test in SPSS. The results showed that as students’ social studies grades, interest in social media, reading habits, sensitivity to current issues, participation in artistic activities, and diary-keeping habits increased, their writing motivation also improved. Based on the findings, the following recommendations were made to increase students’ writing motivation: Writing activities should be organized based on social issues in social studies classes, students should be provided opportunities to write about current issues, and written content production should be encouraged on social media. It is also recommended to develop book reading habits and include creative writing practices supported by artistic activities. |
EXTENTED ABSTRACT
Introduction
Writing, although one of the fundamental language skills like speaking, reading, and listening, is undoubtedly a more difficult and later-acquired skill (Göçer, 2014; Ünsal, 2008; Tok et al., 2014). Writing is primarily a form of communication that serves as a source of interaction between individuals and societies (Yılmaz, 2009). Hemingway (2015) stated that writing means sharing life experiences with others and that many problems can be solved by drawing on the experiences of those who have overcome the challenges of everyday life. Writing is as resilient as iron or stone against time; it is the mediator between the moment and eternity, enabling us to find the past in the future (Lavelle, 2021). Writing is a unique, cost-free, and effortless activity that aligns with human nature and fosters socialization (May, 2015). Writing is a constant challenge and, at times, more difficult than anything else in life (Hemingway, 2015). It is also a form of relaxation and a way to prevent depression and stress (May, 2015; Cimcoz, 2015; Baikie ve Wilhelm, 2005). In addition to all these aspects, writing is an indispensable tool for constructing, accumulating, transmitting, and applying scientific knowledge. In this sense, writing is the creation of the future (Boscolo ve Mason, 2001; Seneca, 2018; Cimcoz, 2015). Motivation is crucial for students to succeed in writing activities (Güner, 2016). According to Nelson (2007), writing motivation is the force that fosters the development of writing skills in students and encourages them to use these skills with interest and pleasure throughout their lives (as cited in Deniz ve Demir, 2020). Not all individuals have the same level of interest, attitude, and desire toward writing. Writing motivation can be influenced by factors such as education, family environment, personal characteristics, social surroundings, newspapers, magazines, travel experiences, books read, and even problems encountered in daily life (Türkben, 2021; May, 2015; Bozgün ve Kösterelioğlu, 2022; Bradbury, 2015). Therefore, it is essential to identify the variables that influence students’ writing motivation and incorporate previously unexamined variables that may have a positive impact on writing motivation. The aim of this study is to determine the effects of certain variables on the writing motivation of 7th grade students.
Method
This study employed a quantitative research design, utilizing the survey model. The research population consists of 7th-grade middle school students studying in Sivas province during the 2022–2023 academic year. When it is not feasible to reach the entire population due to time and effort constraints, sampling is preferred. In this context, the study sample consists of 160 7th grade middle school students selected through the convenience sampling method from six different classes. Two different data collection tools were used in the study. The first is the Writing Motivation Scale developed by Deniz ve Demir (2020) to measure students’ writing motivation levels. The second data collection tool is an information form prepared by the researchers. The collected data were analyzed using One-Way ANOVA and Tukey Tests.
Findings
The first finding of the study indicates that as students’ academic success in Social Studies increases, their writing motivation also improves positively. The second finding shows that students’ interest in social media has a positive effect on their writing motivation. As students’ engagement with social media increases, their writing motivation also rises. The third finding reveals that higher levels of reading lead to increased writing motivation. Reading enhances students’ writing motivation. The fourth finding indicates that students’ interest in current events positively affects their writing motivation. The more students are interested in events around them, the higher their writing motivation becomes. The fifth finding shows that students’ participation in artistic activities has a positive impact on their writing motivation. Students who are interested in artistic activities tend to have higher writing motivation. The sixth finding highlights that students with higher self-assessments of their communication skills also have higher writing motivation. The final finding suggests that students’ journaling habits positively influence their writing motivation. Keeping a journal helps increase students’ motivation to write.
Result and Discussion
As a result of the research, it was observed that the students who were successful in the social studies course had high motivation to write due to the similarity of the goals of the social studies course and writing. In addition, it can be said that the interest in social media positively affects the motivation to write, and based on the field literature, people’s writing actions have now shifted to social media (Çangal, 2020 ve Turna, 2022). Another result of the research is that the act of reading increases the motivation for the act of writing. It has been revealed by various researchers that reading is a source of writing (Güner, 2016; Bakdemir, 2024; Barutçu ve Açık, 2024; Tok et al. 2014). Another result of the research is that interest in current issues and artistic activities positively affects the motivation to write. When the results of the research in the literature are evaluated together with the results obtained from our research, it can be easily said that a high level of creativity not only expands the field of action of individuals in every field, but also relieves their hands in the field of written expression skills, thus creating an indirect positive effect on the motivation to write. In addition, it has been determined that the writing motivation of the students with high self-evaluations on communication skills is quite high, and the habit of keeping a diary has a positive effect on the writing motivation of the students. Willingness to write means motivation to write. Therefore, when the studies conducted in the literature are evaluated together with the findings obtained from the research, it is concluded that the act of keeping a diary is an effective instrument that can be used to increase the writing motivation of the students.
You can read the original version of the research in Turkish by clicking here.
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